Postgraduate Course: Course 2 - Chartered Teacher as Leading Learners (EDUA10132)
|Moray House School of Education
|College of Humanities and Social Science
|Available to all students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|This course builds on the understandings gained from study in Course 1 in which the focus was centred on participants' substantive practice. In Course 2, to support participants develop the role of Chartered Teachers leading learners', understanding innovation and impact at both curriculum policy and practice levels become central.
Meeting learners' needs is the goal of all teachers. To support them in this quest, teachers are offered the opportunity to study, in depth, an approach that is new to them. Knowing and evidencing the nature and extent of impact achieved is crucial to sustainable progress. Participants will, therefore, be required to develop an understanding of the research process, in particular practitioner enquiry, and how this can be effectively used to help inform developments in pedagogical practice and curriculum.
Whilst much of this course will be on the school and the classroom it will also explore wider issues relating to how both policy and research influence curriculum and assessment. Its intention is to promote the teachers' capacity to understand and participate in key debates at national and local levels and to effectively apply the understandings developed, in their daily practice.
Ongoing change in society and education, inevitably influence curriculum and pedagogy. If Chartered Teachers are to successfully lead development within their own classrooms, schools and in the wider educational context, a critical understanding of key principles and issues relating to curriculum and assessment need to developed. With Curriculum and Excellence central, participants will explore how curriculum, practice and assessment are located within a wider context and consider these in the light of theories relating to the nature of society, knowledge, and learning.
Entry Requirements (not applicable to Visiting Students)
Information for Visiting Students
|Displayed in Visiting Students Prospectus?
Course Delivery Information
|Not being delivered
Summary of Intended Learning Outcomes
|This module will enable participants to focus on the needs of learners and select an aspect of their choice to:
* develop critical awareness of the current theoretical
principles and processes underpinning current
expectations within a specific aspect of curriculum;
* evaluate and extend their own pedagogical knowledge and
practice and reflect upon personal values;
* critically analyse current conceptions of, and
approaches to, learning, teaching and assessment within
the area of study selected;
* carry out a small-scale practitioner enquiry to plan,
implement and evaluate a development that aims to have a
sustainable, positive impact on learners and/or their
* consider the contested nature of knowledge, learning and
|Within the taught sessions a range of approaches will be adopted to provide participants with opportunities to develop and share understandings and practice. In order to support participants in their learning, active engagement with the online environment.
* Participants will maintain a reflective learning journal,
using analysis of this data to form presentations/written
* Participants will receive formative feedback from peers
and tutors on proposals for their practitioner enquiry
* With the aim of promoting sustainable learning, participants will plan and implement a small-scale practitioner enquiry research project, systematically evaluating the nature and extent of impact achieved on learners and their learning.
To encourage the dissemination of their practitioner enquiry, participants will be required to produce a poster accompanied by a theoretical commentary, which together, will constitute the equivalent of a 6000 word written assignment.
|Ms Zoe Williamson
Tel: (0131 6)51 6339
|Ms Fiona Giles
Tel: (0131 6)51 6265