PED6272 - Teachers for the 21st Century

Objectives:

On successful completion of the phase, students will be able to:
Evaluate a number of factors which influence educational practices and curriculum design;
Interpret and contrast educational concepts, theories and issues of policy in a systematic way;
Reflect on their own and others' professional value systems and use their knowledge and understanding to critically locate and justify a personal position;
Identify and evaluate the implications for educational practices in diverse contexts and evaluate approaches to meeting the needs of all learners.

Content:

This module examines a diversity of factors acting upon educational practice at the micro and macro levels of activity. Students will evaluate interpretative models addressing the purpose of state education, the aims and values of the stakeholders in education and the wider issues involved when considering a political or sociological interpretation of government policy.

The aims and values of institutions, administrations and individuals will be analysed in the light of measures of school performance. When considering ethical procedures in educational settings, students will be required to engage with difficult and challenging subject matter such as those that arise from divergent professional and personal standpoints, the PREVENT initiative, FGM and broader issues concerning the needs of children. Comparisons will be made between differing theories of teaching and learning and their effectiveness in educational contexts. The module will require students to engage in their own research of journals, source media and government papers and speeches.

Curriculum content is informed by the Primary National Curriculum and will require students to engage with materials from the age-phase below (KS1).
https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum

This module is co-constructed with partner schools.

Learning and Teaching Information:

Sessions will include a variety of approaches to promote active and collaborative learning, predominantly workshop and group activity, including directed tasks addressing a range of communicative and analytical skills. Learning will also be supported by resources in core reading packs, handouts, web references and Moodle.

Students are required to reflect on their experiences in schools in order to provide contextual examples for analysis. Interim reading tasks and preparation for seminars is an integral feature of module provision

Workshop / Tutorial
Contact hours: 40

Intended Group Size: 40

Independent Guided Study
Hours: 160

Other relevant matters
This module is a culmination of the Professional Studies strands. It will draw upon previously discussed themes utilising a critical, reflective and evaluative consideration of personal experience.

This module has been designed to support students in their practical understanding of how teachers meet elements of the Teachers' Standards effective from 1st September 2012 - https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/301107/Teachers__Standards.pdf These outcomes are assessed in PED6242, Teaching in the Primary School 3.

The following elements of the Teachers' Standards are addressed in this module:
5 Adapt teaching to respond to the strengths and needs of all pupils
6 Make accurate and productive use of assessment
8 Fulfil wider professional responsibilities

Including:
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT
A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher's career.

- Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school, by: - treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position - having regard for the need to safeguard pupils' well-being, in accordance with statutory provisions - showing tolerance of and respect for the rights of others - not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs - ensuring that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. - Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. - Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.

Assessment:

001 Reflective assignment and developmental proposal; 4000 word equivalent; end of semester 2 100%

Fact File

Module Coordinator - Jonathan Doherty
Level - 6
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered - 6YLQ6YLQ

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