Postgraduate Course: Course 4 - Chartered Teachers as Catalysts of Change (EDUA11224)
|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?
|Chartered Teachers are expected to collaborate with others to lead and support change and development in learning and teaching. Course 2 enabled participants to develop the necessary knowledge understandings and practices to focus on their immediate context to develop the role of lead learner. Course 3 required teachers to look beyond their own practice and to critically consider key issues related to social justice, curriculum and pedagogy. Tho build upon and further extend practices developed through this prior study, this 4th course is designed to support teachers in the challenging quest of working collaboratively with others to effect sustainable change. To do so requires relevant interpersonal skills and an understanding of the processes involved in leading and supporting change and development.
To extend participants' understanding and practice in research for practitioners, methods for collaborative working and inquiry will be explored.
Entry Requirements (not applicable to Visiting Students)
Information for Visiting Students
|Displayed in Visiting Students Prospectus?
Course Delivery Information
|Delivery period: 2013/14 Semester 2, Available to all students (SV1)
|Learn enabled: Yes
|Class Delivery Information
|The taught component of the course will consist of 36 hours contact time, normally delivered over 5 x 6 hour sessions and 2 x 3 hour sessions.
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 30,
Feedback/Feedforward Hours 2,
Formative Assessment Hours 2,
Summative Assessment Hours 2,
Programme Level Learning and Teaching Hours 6,
Directed Learning and Independent Learning Hours
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
Summary of Intended Learning Outcomes
|The course will enable participants to select an area of their choice, in order to:
develop, practice and evaluate strategies for working developmentally in constructive partnership with colleagues, students, parents and other professionals.
demonstrate a critical awareness of the theoretical principles, processes and conditions underpinning educational leadership and the management of change;
critically consider some of the key challenges to working collaboratively within a complex system;
explore their own capacity to lead and develop, in collaboration with others, a programme for change that is designed to have an impact on learners and learning;
demonstrate the ability to critically reflect upon their own and others' experience of, and on the processes involved in, leading and developing a collaborative project within their own professional context
|Participants will maintain a reflective learning journal, using analysis of this data to inform presentations/written submissions.
Participants will initially prepare a collaborative project plan outline, equivalent to a 2000 word submission. Prior to implementation, and with a specific focus on participants' planning for the development and evaluation of collaborative practices, formative feedback will be offered.
Participants will give an oral presentation to an invited professional audience. Peers on the MTeach programme and members of the invited audience will offer formative feedback on this.
Subsequently participants will submit a 4000 word Reflective Report in which they critically evaluate and reflect upon the processes involved, exploring their own capacity to lead and develop, in collaboration with others. They will use data they have collected and analysed to consider their own and others? experiences.
|Ms Gillian Robinson
Tel: (0131 6)51 6426
|Ms Denise Watson
Tel: (0131 6)51 6265
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am