Undergraduate Course: Professional Development & Leadership 2 (EDUA10176)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 4 Undergraduate)
||Availability||Not available to visiting students
|Summary||The Year 4 MA (PE) student embarking on the Professional Development & Leadership 2 (PDL2) course outlined below will have completed three previous placements. Each student will bring to this course a Personal & Professional Learning Portfolio. Based on Placement 3 and from discussion with their placement tutor, it is anticipated that students will have identified specific learning targets to overtake prior to PDL2 as well as those which they would hope to address within the PDL2 course. Students, in the final year of the BSc will be expected to attain the Standard for Provisional Registration at the end of this 11 week placement. Nonetheless, it is recognised that students will be at different points in their developmental journey needs and targets set will be individual to them. Assessment criteria have been based on the assumption that Year 4 students are in the final stages of working towards achieving the SPR. The PDL2 course is underpinned by the following core dimensions aligned with professional values (GTCS, 2012): social justice, integrity, trust and respect.
This focus will be provided by a Curriculum for Excellence including Health & Well Being.
Students will be involved in varied aspects of school experience including teaching classes in S1- S6 under the aegis of a qualified teacher; observation of teaching; discussion with members of the PE department; attendance at departmental meetings and any other professional activities e.g. involvement in extra-curricular activities deemed to be appropriate by the Principal Teacher and Student Regent. Expectations please note: this placement is the Year 4 students' first experience of engaging with upper school certificate course secondary school. It is expected that students will require considerable support as they begin their journey to becoming a teacher of PE. While they should demonstrate competence in all three areas of professional practice and take full responsibility for their own classes it is expected that opportunities to observe and team teach will be part of the process that enables them to best achieve their potential.
While they should demonstrate competence in all three areas of professional practice and take full responsibility for their own classes it is expected that opportunities to observe and team teach across a range of activities will be part of the process that enables them to best achieve their potential. It is also expected that Placement 4 will offer opportunities for a very gradual introduction to teaching within upper school certificated courses comprising observation, team teaching and only if the student and department feel enough progress has been made, leading S5-6 certificated classes. The following details are designed to outline the demands of PDL2. Specifically, these include teaching PE to S1-S6 classes, including a gradual introduction to certificate Physical Education with the aim of students having responsibility for teaching ┐certificate┐ PE as the 11-week placement progresses. Also, opportunity should be given to become familiar with current initiatives, which involve the PE department.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Not being delivered|
| Students successfully completing this 40 Credit Professional Development and Leadership 2 course will be expected to demonstrate:
* An excellent awareness of the professional values and personal commitment which underpin the physical educators┐ practice and evidence this consistently in their professional practice
* An ability to engage in critical enquiry, approach self-evaluation and reflection on practice in a collegiate manner, and utilise such deliberations to inform a personal professional learning portfolio, which will lay the foundations for their continued professional development
* A satisfactory level of teaching competence which is commensurate with their stage of development in the three core areas of Professional Values & Personal Commitment, Professional Knowledge and Understanding, Professional Skills and Abilities (GTCS, Standards for Provisional Registration, 2012)
* An ability to motivate, lead learning for and with, all learners with whom they engage during their professional practice and take on a leadership role in managing and supporting learning where appropriate within their professional context.
|Bailley, R.(ed) (2010. Physical Education for Learning: a Guide for Secondary Schools, London: Continuum|
Byra, M. (2006). Teaching styles and inclusive pedagogies. In D. Kirk, M.O┐Sullivan, & D.Macdonald (Eds.), Handbook of research in physical education (449-466). London: SAGEPublications.
Capel, S.; Leask, M ., & Turner, T., (1999). Learning to Teach in the Secondary school: A Companion to School Experience (2nd edition), Routledge: London
Capel, S. & Whithead, M. (2004). Learning to Teach Physical Education in the Secondary school: A Companion to School Experience (2nd edition), Routledge-Falmer: Oxford
Hardy, C.A., & Mawer,M. (1999). Learning to Teach Physical Education, Continuum: London
|Graduate Attributes and Skills
|Course organiser||Ms Rosemary Mulholland
Tel: (0131 6)51 6680
|Course secretary||Ms Norma Turnbull
Tel: (0131 6)51 6210