Postgraduate Course: PGDE Secondary Professional Studies (EDUA11288)
|Moray House School of Education
|College of Humanities and Social Science
|Not available to visiting students
|Credit level (Normal year taken)
|SCQF Level 11 (Postgraduate)
|Home subject area
|Other subject area
|Taught in Gaelic?
|Course content is designed to engage and familiarise student teachers with their role as reflective and reflexive practitioners. To this end students are taught about making systematic enquiry into practice, both how to do this but also the importance of adopting a disposition towards enquiry as stance. The other ares of teaching in this course relate to the idea of problemetised areas in teaching (including aspects of social justice and limited or boundaried practices), teacher identities and teacher responsibilities all of which may inform thinking and theorising around the area students choose to to make the subject enquiry.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Delivery period: 2013/14 Flexible, Not available to visiting students (SS1)
|Learn enabled: Yes
|Course Start Date
|Breakdown of Learning and Teaching activities (Further Info)
Lecture Hours 6,
Seminar/Tutorial Hours 48,
Feedback/Feedforward Hours 1,
Formative Assessment Hours 5,
Other Study Hours 136,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
Directed Learning, Collaborative Learning, Presentation Planning, Micro Teaching.
|Breakdown of Assessment Methods (Further Info)
|No Exam Information
|On completion of this course, the student will be able to:
1. The overall learning outcomes for this programme are adapted from the SCQF Framework at level 11 for university based course. They are tailored to the needs of students studying for this professional qualification. They are supplemented by the requirements of the SITE benchmarks created by the general teaching council for Scotland, the recognised gatekeeper for the profession. These include standards for Professional Knowledge and Understanding, outcomes for Professional Skills and Abilities and outcomes for Professional Values and Personal Commitment. The learning outcomes listed below are the learning outcomes for the programme as a whole and are met across all three courses. The learning outcomes relate to the underpinning themes of the programme: curriculum; learning and teaching; research; equalities; diversity and values. Learning outcomes also relate to the objective of the programme which is to educate and prepare teachers for the 21st century who are reflective, reflexive and effective professional. Overall students will: demonstrate a critical and analytical understanding of the ways in which curricular arrangements, theories of learning and teaching, research and equalities, diversity and values are used by effective, reflective and reflexive practitioners in planning to teach and in their role in the wider live of the school.
2. Teaching, learning and assessment. Students will:
1. Critically appraise and evaluate theories of learning and teaching.
2. Demonstrate the ability to incorporate these into their planning and preparation for practice.
3. Curriculum. Students will:
1. Critically appraise and evaluate curricular arrangements for the different stages of secondary school education.
2. Use the curricular arrangements critically, creatively and reflectively in order to plan teaching individual and series of lessons which take account of theories of learning and teaching and the needs of individuals and groups of learners.
4. Equalities, diversity and values. Students will:
1. Critically appraise and evaluate the values explicit in documents and legislation relevant to and/or about Scottish education which relate to inclusion, additional support needs, fairness and social justice.
2. Demonstrate that they take account of these values in their analytical and critical personal reflection on their own development as a teacher.
3. Demonstrate that they take account of these values analytically and critically in their planning for practice.
5. Research. Students will:
1. Read and respond critically and analytically to research in education (academic texts and articles from a wide range of sources).
2. Use research reflectively in planning teaching and practice and to inform development as teachers.
3. Critically appraise and evaluate the relationship between educational research, government initiatives and national curricular documents.
4. Demonstrate 'enquiry as stance' in their approach to research and its relationship to practice; and in their own professional development.
There are many opportunities for formative assessment on this course. Students give presentations and deliver parts of the tutorial and tutor and peers comment verbally on this. There are two collaborative learning projects which end in posters and presentations of group responses to an ASN and an interdisciplinary curriculum development task. Feedback from tutors and peers is written and verbal. Additionally, formative assessments points which help students realise other learning outcomes of the course and which build towards successful completion of the summative assessment are built into this course throughout the academic year.
Formative Assessment Related to the Summative Assignment
Formative assessment which supports the assignment is embedded in this course from the start of the academic year. The following formal, formative assessments helps students to gain knowledge and understanding and confidence as they move towards systematic investigation of practice.
1. Students trial an observation schedule during the Observation week in September as a source of discussion about the ways in which data collection tools can capture information and what kind of information they capture.
2. Students have a 10 minute individual tutorial during which they discuss their area of interest, their emerging questions and the reason for their interest in their chosen area.
3. A feedforward exercise is submitted in January which consists of a critical literature review and a proposal for systematic investigation. Detailed written formative commentary will be given by tutors at this point.
4. Poster presentation on students' chosen area for investigation, their reading and their proposal for date collection in January. Feedback will come from tutor and peers.
5. The online journal is used to reflect on and engage with the systematic investigation into practice and tutors respond to this, also.
Rationale for the assignment
The Professional Studies Task is part of the course which allows students to meet the GTCS benchmarks related to understanding and using research and the role of the teacher who must examine their own classroom practice in order to be a transformative teacher. The Donaldson Review of Teacher Education (2010) whose recommendations were accepted in full by the Scottish government, also stressed the importance of teachers who were research friendly and life long learners and who were acdemically and practically able to improve their practice.
Description of the assignment
The assignment consists of a 4,000 word report in which students give an analytical account of a small, systematic investigation into an element of their own classroom practice. Students must choose to investigate an area of practice within one of the following areas:
3. Pupil engagement
4. Additional support needs
|Secondary education professional studies teacher idenities
|Mr Greig Vickers
Tel: (0131 6)51 6506
|Mr Adam Nunez
Tel: (0131 6)51 6449
© Copyright 2013 The University of Edinburgh - 13 January 2014 3:59 am