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On successful completion of the module, students will be able to:
Critically discuss contemporary perspectives on, and issues in, education, to inform practice;
Synthesise knowledge and critical understandings of 2 contemporary perspectives on education, in order to compose two reflective accounts;
Appraise the findings and conclusions of relevant research and scholarship in order to provide a rationale for constructing an action plan to develop professional practice;
Critically evaluate the impact of their learning on practice by formulating a professional action plan for improving personal and/or institutional practice in education.
The module will engage students with a broad range of new and emerging issues across different sectors in education.The content will allow students to explore a range of philosophical, theoretical and practical issues facing those working in comtemporary educational contexts, and will allow students to contextualise their learning on new perspectives/initiatives appropriately. Students will develop knowledge, critical understanding and skills through an engagement with the new perspectives from areas such as:
• Psychology and neuroscience;
• Gender studies;
• Achievement and disadvantage;
• Leadership, management and accountability;
• Pedagogy;
• New technologies.
Students will learn through a mix of approaches. These include lead lectures from experts in the field; some guest speakers may be used to deliver lead lectures in specific areas. These lectures will then be linked with seminars / workshops to facilitate discussion and activities to share ideas, engage in activities and thereby promote learning. A dialogic approach in the seminars will allow for significant group discussion and feedback sessions. This will enable students to share ideas with colleagues from other sectors/backgrounds or specialisms. The module will make use of Moodle for fostering peer learning.
At the end of this module which marks the end of phase 1, students undertake a formal reflective review with their Progress Tutor and peers before progressing to phase 2. This facilitates progression and allows any academic issues to be addressed before progression.
Seminars and workshops
Hours: 24
Intended group size: 20
Tutorials
Hours: 20
Phase 1 formal review tutorials
Hours: 20
Guided independent study
Hours: 236
Further details relating to assessment
Do all individual components need to be passed to pass the module overall? Yes
Is this module exempt from condonement of marginal failure? Yes
Assessment is through a reflective practice assignment. It will address the module and programme learning outcomes, and is directly related to professional practice. As such, students evaluate and reflect upon the new perspectives introduced in the module and critique them within the assignment. The action plan provides opportunities for participants consider their responses to the perspectives and the impact on their own professional context.
Other relevant matters
The lead lectures and seminars for this module will be open to other members of the University, and may be advertised externally in a small number of cases, especially where external speakers are being used. This will be of benefit to students in enriching the discussion and in sharing significant expertise across the academic community.
001 Reflective account 1, 2000 word equivalent end of semester 2 33%
002 Reflective account 2, 2000 word equivalent end of semester 2 33%
003 Action Plan and rationale 2000 word equivalent end of semester 2 34%
Module Coordinator - PRS_CODE=
Level - 7
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered - 7EDS2
