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DEGREE REGULATIONS & PROGRAMMES OF STUDY 2014/2015
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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Professional Experience and Practice (MA Primary Education with German Programme) (EDUA10170)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 10 (Year 3 Undergraduate)
Course typePlacement AvailabilityNot available to visiting students
SCQF Credits80 ECTS Credits40
SummaryThis Professional Experience and Practice course is designed to provide a coherent, conceptually challenging and practically supported professional experience. It is premised on a 'cognitive apprenticeship' model. Students following the MA Primary Education with German pathway, will be placed within two schools across an entire school academic year: one school in a German speaking country and one school in Scotland. This will allow students to become authentic members of each school community. They will be fully involved in the wider life of each school, experiencing all stages but being 'placed' in two.

This placement model offers both depth of experience as well as breadth of opportunities. Students will experience 2 classes in depth, providing them with the opportunity to understand progression in teaching and learning and develop meaningful and productive pedagogic relationships. Within this year, students will gain experience of teaching across the full spectrum of the curriculum, supported by school and university staff. They will be provided with opportunities to experience and understand the wider complexities and demands of school life both in terms of the day-to-day and medium and longer-term pressures. Students will also work with other professionals both within their school context and beyond. This guided experience in other contexts will provide opportunities for students to make sense of the different professional relationships and practices that exist.

They will engage with their full range of academic and professional learning predominantly within the school space. Whilst there will be online support sessions, students will be expected to work on the academic content and activities from the Primary Studies 3 and Education 3 courses during their time in the placement school.

The sustained engagement with two school communities in different countries will facilitate in-depth critical reflection on practice on the part of students, and enable students to develop a more nuanced understanding of schools as complex social contexts to bring to their final year of study. During this placement year student teachers will develop the dispositions to become critical, enquiring professionals. They will develop skills of enquiry in practice and in turn will develop their understandings of practice through enquiry, making meaningful connections between theory, research, policy and practice. Through their professional practice and supported placement activities, they will develop a deep and critical understanding of curriculum, pedagogy, professional pedagogical relationships, cultures and communities. Students will experience and understand the processes and skills of planning, assessing and teaching to progress learning and will develop an understanding of the curriculum 'in-action'.


Course description Not entered
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs No
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. Intellectual capacities in action
    The student teacher will develop and demonstrate:
    - a reflexive and reflective approach to their practice
    - skills of practitioner enquiry to inform teaching and learning
    - a critically informed understanding of
    - subject knowledge
    - pedagogical content knowledge
    - curriculum and the principles of curriculum design
    - the theoretical underpinnings of and related practices in assessment as/of/for learning

    The student teacher will be able to:
    - articulate a critically informed rationale for professional actions in practice
    - inform and justify teaching approaches based on relevant learning theories
    - assess and plan for relevant/appropriate teaching to progress learning across all a subjects.
    - track, evidence and analyse the nature and extent of the actual impact on learners and their learning
    - justify and plan for the kinds of thinking/talking/writing/reading/listening/actions for specific learning experiences, applying knowledge of the nature and purpose of learning

  2. To establish, plan for and maintain supportive and productive learning environments, the student teacher will be able to:
    - recognise and explain the impact that physical, social, emotional and cognitive influences can have on learners and learning
    &
    - plan and establish supportive and productive learning environments accordingly
    - recognise and analyse resources requirements [people, environment, materials & equipment] with a focus on learners and learning and their subsequent impact
    &
    - justify classroom organisation and the use of resources
    - develop and apply an understanding of the interdependent relationships within and across
    - school and its community
    - wider professional community
    - develop awareness of the roles and responsibilities of teachers within and across
    - school and its community
    - wider professional community
    - negotiate, establish and reflect upon own role and responsibilities within and across
    - school and its community
    - wider professional community
  3. To ensure connectedness, the student teacher will:
    - describe and analyse links across theory, research, policy and practice and demonstrate an understanding of the importance of these links.
    - understand that learning is about making connections and helping children to make necessary connections for deep learning
    - explain the link between the socio-cultural situatedness of the child and the impact on their social and learning interactions
    - explore and reflect upon their professional values in action
  4. To work with and value difference, the student teacher will:
    - learn for/with/from learners to value difference/diversity
    - demonstrate understanding of the nature of intersectionality and influence on inclusive practices and learning
Reading List
Bolton, G (2010) (3rd Edition) Reflective Practice: Writing and Professional Development. London:Sage.
Clough, P. and Nutbrown, C. (2012) (3rd Ed) A Student's Guide to Methodology. London:Sage.
Cohen, Manion & Morrison ( 2010) (5th Edition) A guide to Teaching Practice. Oxon:Routledge Falmer
Desaultel (2009) Becoming a Thinking Thinker: Metacognition, Self-Reflection, and Classroom Practice. Teachers College Record, v111 n8 p1997-2020. Teachers College, Columbia University.
Eaude, T. (2011) Thinking through pedagogy for primary and early years. Exeter:Learning Matters.
Fisher R. (2005) Teaching Children to Learn.Cheltenham:Nelson Thornes
Galton, M. (2007) Learning and Teaching in the Primary Classroom. London:Sage.
Gibbs, G. (2008) Analysing Qualitative Data. London:Sage
Gooch, K. (2010) Towards Excellence in Early Years Education: exploring narratives of experience. Oxon:Routledge Falmer
Hattie, J (2011) Visible Learning for Teachers: Maximizing Impact on Learning. London:Routledge.
Hayes, D., Mills, M., Christie, P. & Lingard, B. (2006) Teachers & schooling making a difference: productive pedagogies, assessment and performance. New South Wales:Allen & Unwin
Hedges, H. , Cullen, J. & Jordan, B. (2011) Early Years Curriculum: funds of knowledge as a conceptual; framework for children's interests . Journal of Curriculum Studies Vol 43: 2 (185-205)
Kelly, V. (2009) The Curriculum: Theory and Practice. London:Sage.
Kyriacou, C. (2007) (3rd Edition) Essential Teaching Skills. Cheltenham:Nelson Thornes
Medwell & Simpson (2008) Successful Teaching Placement in Scotland Primary and Early Years. Exeter: Learning Matters
Menter, I., Ellitot, D., Hulme, M., Lewin, J. (2011) A Guide to Practitioner Research in Education. London:Sage
Moore, A. (2012) (2nd Edition) Teaching and Learning: Pedagogy, Curriculum and Culture. Oxon:Routledge
Pollard, A. (2008) (3rd Edition) Reflective Teaching. London: Continuum International Publishing Group.
Skinner, D. (2010) Effective teaching and learning in practice London: Continuum International Publishing Group
Stephen, C. (2010) Pedagogy: the silent partner in early years learning. Early Years: An International Journal of Research and Development, 30:1, 15-28
Tarrant, P (2013) Reflective Practice and Professional Development. London:Sage.
Thomson, P. (Ed) (2008) Doing Visual Research with Children and Young People. Oxon:Routledge
Weare, K. (2010) Developing the Emotionally Literate School. London:Sage


Additional Information
Graduate Attributes and Skills Not entered
Special Arrangements Placement comprises 80 credits, these are sub-divided into two 40 credit phases.

Students will be assessed by school and university staff in partnership and in accordance with guidance from the National Partnership Arrangements, local Partnership Agreements and university regulations. This will ensure moderation and quality assurance arrangements are appropriately considered.

To successfully complete Placement Phase A, a minimum pass of 40% is required for each Part.

Progression to Phase B:
At the end of Phase A (December) a student┐s progression to Phase B will be considered and agreed. If a student has received a pass in Parts 1, 2 and 3 and with a satisfactory interim placement report then it is expected students will continue to Phase B of placement.

If a student has any fail grade or there are unsatisfactory elements highlighted on the interim placement form then a progression meeting is required. At progression all aspects will be considered including the summative assessments, interim placement form, Professional Learning Portfolio, meeting with mentor teacher and school, meeting with student. At this stage it may be agreed that a student can progress and will be able to resit Parts 1/2/3 (as required) during Phase B. Additional support structures will be identified to allow the student this opportunity.

If a student has any unsatisfactory element identified on their interim placement report but it is agreed with school and university staff at the progression meeting that it would be appropriate for the students to proceed to Phase B an identified plan for development and support from teacher, school and university must be devised.
Study Abroad Phase A in German-speaking school
KeywordsNot entered
Contacts
Course organiserMs Gillian Robinson
Tel: (0131 6)51 6426
Email: gillian.robinson@ed.ac.uk
Course secretary
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