Postgraduate Course: Developing My Approach to Teaching (EDUA11185)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Standard |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Credits | 20 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | This 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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | None |
Course Delivery Information
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| Delivery period: 2013/14 Full Year, Not available to visiting students (SS1)
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Learn enabled: No |
Quota: None |
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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 )
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| Additional Notes |
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| Breakdown of Assessment Methods (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| 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)
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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 |
| Keywords | Not entered |
Contacts
| Course organiser | Prof Carolin Kreber
Tel: (0131 6)51 6668
Email: carolin.kreber@ed.ac.uk |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: Emily.Salvesen@ed.ac.uk |
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© Copyright 2013 The University of Edinburgh - 13 January 2014 3:58 am
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