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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

Department: Education

EDUC40820: Professional Issues in School-based Education (I)

Type Open Level 1 Credits 20 Availability Not available in 2021/22

Prerequisites

  • None.

Corequisites

  • None.

Excluded Combination of Modules

  • None.

Aims

  • A critical understanding of the key issues related to the development of the professional competence as a teacher.

Content

  • Research evidence in classroom strategies for effective teaching and learning.
  • Managing the teaching and learning environment
  • The teacher as reflective practitioner; detailed contextualisation.
  • Teaching for understanding.
  • Creative dimensions of teaching and learning.

Learning Outcomes

Subject-specific Knowledge:
  • LO1 a critical in-depth understanding of the educational ideas and philosophies relevant to Professional Standards as the foundation of subsequent professional development as teachers
  • LO2 a critical understanding of the factors which affect teaching and learning across a range of generic educational issues
Subject-specific Skills:
  • LO5 the ability to identify and solve problems in specific educational contexts;
  • LO6 the ability to identify and develop the competencies required to be an effective classroom practitioner;
  • LO7 the ability to develop professional skills within the following broad areas:
  • a. professional attributes;
  • b. professional knowledge and understanding: i. problem solving ii. evaluation iii. communication
  • c. professional skills; i. effective planning ii. instructional practices
Key Skills:
  • LO8 to teach effectively and reflectively in a contemporary school context Through their portfolio students will demonstrate the ability to:
  • Effectively collect and organise evidence related to professional practice
  • communicate ideas effectively, both orally and in writing, to an advanced level;
  • learn independently;
  • Reflect on their developing practice;
  • Identify key developmental issues for their own practice.

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

  • The work within this module will be phase specific i.e. either primary or secondary. Although all students will gain limited experience outside their phase.
  • An intensive programme of seminars, practical explorations and tutorials.
  • Learning will mainly occur through practical classroom experience (primary or secondary depending on the route chosen)and coaching/mentoring
  • Assessment in the form of a professional portfolio 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. The portfolio will be focused on either primary or secondary depending on the route chosen.
  • the module will be located at the international school in Geneva where trained staff will mentor the teacher trainees through their extensive school experience periods (primary or secondary depending on the route chosen).
  • throughout the school experience (primary or secondary) the students will maintain working files which will contain lesson plans, evaluations and feedback comments from mentors. This will form the basis of the reflective portfolio.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
School experience 10 Weekly during specified period of about 25 weeks 1 hour 250
Seminars 20 Weekly during school experience periods 1 20
Preparation & Reading 30
Total 300

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Professional portfolio with a reflective overview . This will be equivalent to 3000 words. The reflective overview will be expected to be not more than 1500 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