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DRPS : Course Catalogue : Moray House School of Education : Education

Postgraduate Course: Developing My Approach to Teaching (EDUA11185)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Course typeStandard AvailabilityNot available to visiting students
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) Credits20
Home subject areaEducation Other subject areaNone
Course website None Taught in Gaelic?No
Course descriptionThis is the core course with the Pg Cert in Academic Practice. The course considers the various factors that influence one's approach to teaching within a given subject area and thereby encourages participants to take a serious look at their own practice, examine how internalised values, assumptions, disciplinary and/or departmental traditions, and other personal and contextual factors may influence teaching and, hence, design teaching and learning environments from an informed perspective.

Specifically, the course explores different educational orientations or perspectives with regards to university teaching as discussed in the research literature, distinguishes different conceptions of teaching, and encourages participants to identify and trace the origin of the values and assumptions underlying their own practice. Links between conceptions of teaching and actual approaches to teaching, and importantly their relationships to student learning will be explored. Further more, context (for example, institution, department, but also subject area, type/level of course, etc) will be considered as a strong potential influence on one's orientations and approaches to teaching. Important concepts will be that of academics' identity as teachers, and how this 'teacher identity' interacts with other identities academics come to construct. Other concepts include that of 'structure and agency' with regards to teaching and assessment within particular disciplinary, departmental and wider contexts. The course will therefore consider how approaches to teaching are linked to the identities, images or 'definitions' we hold of ourselves as academics and their linkages to academic practice.

Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs None
Course Delivery Information
Delivery period: 2013/14 Full Year, Not available to visiting students (SS1) Learn enabled:  No Quota:  None
Web Timetable Web Timetable
Course Start Date 16/09/2013
Breakdown of Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 14, Online Activities 2, Feedback/Feedforward Hours 10, Other Study Hours 1, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 169 )
Additional Notes
Breakdown of Assessment Methods (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
No Exam Information
Summary of Intended Learning Outcomes
On completion of the course you will be able to demonstrate:

- analytical engagement with different educational orientations or perspectives on university teaching as discussed in the relevant research literature and how these might inform your academic practice
- an informed understanding of how conceptions of teaching and values are linked to approaches to teaching and how approaches to teaching might affect student learning
- critical reflection on how departmental cultures, or 'learning and teaching regimes', come about, the extent to which they are alterable, and how academic identities, including those we hold as teachers, interact with these 'regimes',
- an informed understanding of how the identities we construct as academic practitioners might influence our academic practice as teachers in particular contexts and core areas of activity (e.g., course design, assessment and feedback, and student support, supervision, first year versus honours or pg courses, large versus small group teaching, etc)

Assessment Information
The assignment for the core course is the final assignment participants complete for the Pg Cert in Academic Practice. It is considered a 'synoptic' assessment in that it requires participants to combine elements of their learning from different parts of the programme (including the 2-day orientation, the core course and each of the four course options they selected) and to demonstrate their accumulated knowledge and understanding in the areas of activity listed below. The assignment encourages them to reflect on the linkages between their professional values (Valuing), their knowledge relevant to academic practice (Knowing) and their engagement in key areas of academic activity (Doing).

It is a critical feature of the synoptic assessment that participants demonstrate how their learning on the various parts of the Pg Cert in Academic Practice led to reflection on their practice and contributed to their professional development.
This assignment consists of 2 parts (A&B). The two parts are assessed as a whole (100% weighting for whole). Altogether this final assignment should be between 4200 and 5000 words.
Special Arrangements
Pre-course reading, in-course reading as well as assignment preparation complement face-to-face teaching/learning activities to a total of 200 notional effort hours.
Additional Information
Academic description Not entered
Syllabus Not entered
Transferable skills Not entered
Reading list Not entered
Study Abroad Not entered
Study Pattern Not entered
KeywordsNot entered
Course organiserProf Carolin Kreber
Tel: (0131 6)51 6668
Course secretaryMiss Emily Salvesen
Tel: (0131 6)51 6661
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