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Durham University

Postgraduate Module Handbook 2021/2022

Archive Module Description

This page is for the academic year 2021-22. The current handbook year is 2022-23
No such Code for pgprog: X5K207
No such Code for pgprog: X5K307

Department: Education

EDUC40030: Teaching and Learning in the Curriculum - Generic Issues in School-Based Education

Type Tied Level 4 Credits 30 Availability Available in 2021/22
Tied to X5K207
Tied to X5K307
Tied to X7K214 Education (Secondary)
Tied to X6K114 Education (Primary)
Tied to X7K414 Education (International - Geneva) - Secondary
Tied to X6K214 Education (International - Geneva) - Primary

Prerequisites

  • None

Corequisites

  • None

Excluded Combination of Modules

  • None.

Aims

  • A critical understanding of models of teaching and learning and their theoretical underpinnings.

Content

  • Research evidence in classroom strategies for effective teaching and learning.
  • The teacher as reflective practitioner; detailed contextualisation.
  • Teaching for understanding.
  • Creative dimensions of teaching and learning.
  • The teacher as active researcher; various theoretical models.

Learning Outcomes

Subject-specific Knowledge:
  • LO1 a critical in-depth understanding of the educational ideas and philosophies relevant to Professional Teaching Standards as the foundation of subsequent professional development as pre-service teachers
  • LO2 a critical understanding of the factors which affect teaching and learning across a range of generic educational issues of contemporary significance
  • LO3 a broad understanding of a range of research methods and their application to education matters
Subject-specific Skills:
  • LO4 the ability to analyse and evaluate educational research, and the ideas deriving from this research, applied in different contexts
  • LO5 the ability to identify and solve problems in specific educational contexts;
Key Skills:
  • LO8 to engage in collaborative learning opportunities in their specialist professional field in education and through planning for further professional development;
  • LO10 to reflect on a range of educational research literature and to use this in the writing of academic assignments;
  • Through their essays students will demonstrate the ability to:
  • undertake a search and synthetic review of research literature,
  • summarise and critique research-based literatures;
  • communicate ideas, principles and theories effectively, both orally and in writing, to an advanced level;
  • develop independent learning skills.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • This module will be taught via an intensive programme of lectures, seminars, practical explorations and tutorials.
  • Learning will be developed through discussion, reading, professional practice, the creation of a professional portfolio and academic writing, supported by seminar leaders and peers.
  • Assessment in the form of a written assignment will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the themes and issues covered under the aims of the module.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Lectures 10 During teaching and learning conference 1 10
Seminars 8 During teaching and learning conference 2 16
Preparation & Reading 274
Total 300

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 5,000 words 100%

Formative Assessment:

Preliminary summary and outline of the assignment above, with additional critical bibliography to indicate reading undertaken.


Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University