FDA5103 - Reflective Research Informed Practice

Objectives:

On successful completion of the module, students will be able to:

1 - Critically reflect on how current and contemporary knowledge, research and theories have supported the development and enhancement of pedagogical practice and curriculum development. (K17, S5, S15, B1)

2 - Reflect on your own personal, professional and leadership development, identifying implementation or dissemination of policies and procedures (such as whistleblowing, safeguarding, or confidentiality), utilising peer feedback on your professional behaviours and ability to motivate colleagues. (K18, S16, S21, S22 B2, B5, B6)

3 - Critically review a peer reviewed research journal, analysing key methodological decisions and considering ways research could enhance your own skills and practice. (K1, K18, S15)

Content:

This module begins with a critical reflection on your foundation degree journey, revisiting debates about ethical practice, exploring colleagues’ feedback on your own professional behaviours and considering your future professional career. Key artefacts will be collated such as assessed work-place visits, witness statements, supervision comments, peer feedback on behaviours, Ofsted reports and the development of policies – which form the basis of your skills review and reflection on your own learning. This will summarise how current and contemporary knowledge, research, theories and approaches to practice have been used to develop, enhance and articulate your pedagogical practice, evolving environments and own professional skills. Your role and behaviours in practice will be evaluated, examining the importance of effective communication with children, colleagues and a wide range of professionals. Emerging from an area of practice or personal interest a future area for research will be explored, through the examination of recent research studies. This module will discuss research methods and methodologies, supporting you to develop a critical understanding of the practical, ethical and theoretical issues that can be involved in undertaking research within the context of your professional practice and career trajectory.

Progression towards KSB’s: K17, K18, K19, S5, S7, S15, S16, S20, S21, S22, S23, B1. B2. B3. B4. B5. B6. B7. B8. B9.

Learning and Teaching Information:

The teaching and learning methods for this module are underpinned by programme strategy that aligns with Leeds Trinity University Learning, Teaching and Academic Experience Strategy (LTAE 2022-2026) in that it aims to transform the way we work co-creatively with you, the student, how we connect you and our learning and teaching with the outside world and societal issues. Through this approach we support you on a personalised, values-based and career-led journey through your studies. You will be taught in a variety of methods including problem-based learning using case studies, reflective practice workshops, flipped classrooms; traditional lectures; including participatory workshops which utilise co-creative exercises that will also influence learning and teaching methods. Additional online material will be supplemented using a variety of media and resources, ranging from videos and selected textbooks and articles. The teaching will be face to face and online tutorials may be used to support student progression. Guest speakers and employers will be engaged with to develop an understanding of current professional practice.

The practice of relational pedagogy and person-centred planning will be showcased by staff in their delivery style. Further detail on the specific teaching and learning including how these have been developed in response to student feedback, can be found in the module handbook.

Scheduled Learning and Teaching Activities
Hours: 42
Intended Group Size: Cohort

Guided independent study
Hours: 258



Further Details Relating to Assessment

Students are referred to the Module Handbook for full details.

This module revisits students initial career plans and reflections from the first module at level 4. Students will collate a range of artefacts gathered across the programme that demonstrate their professional behaviours, such as assessed work-place visits, witness statements, supervision comments, peer feedback from colleagues, Ofsted reports and the development of policies – before summarising and reflecting upon their personal professional development, behaviours and distance travelled since their first assignment at level 4 of the Foundation degree. Building from this, and considering their own career trajectory, students can negotiate a research topic to examine, unpicking a peer reviewed journal, summarising key research processes and how this may enhance their practice.

All students will have an opportunity within the modules for formative assessment support, to incrementally aid the completion of summative assessment tasks. Formative assessments may take the form of peer review, guided self-reflection, tutorial, draft feedback, and where relevant employer feedback.

Assessment:

Fact File

Module Coordinator - PRS_CODE=
Level - 5
Credit Value - 30
Pre-Requisites - NONE
Semester(s) Offered -

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