Undergraduate Course: Professional Development & Leadership 1 (EDUA10179)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Course type | Placement |
Availability | Not available to visiting students |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
Credits | 40 |
| Home subject area | Education |
Other subject area | None |
| Course website |
None |
Taught in Gaelic? | No |
| Course description | The Year 3 MA PE student embarking on the Professional Development & Leadership 1 (PDL1) course outlined below will have completed two previous placements. Each student will bring to this course a Personal Professional Learning Portfolio. Based on Placement 2 and from discussion with their placement tutor, it is anticipated that students will have identified specific learning targets to overtake prior to PDL1 as well as those which they would hope to address within the PDL1 course. While it is recognised that Year 3 students will be working towards the ¿Standard for Registration¿ deemed central to their PDL1experience, it is also acknowledged that their developmental needs will vary and a degree of personalisation will be evident in relation to individual targets agreed. Achieving the ¿Standard for Registration¿ is seen as a ¿work in progress¿ which begins in Year 1 of the programme. Therefore, in light of the stage the student teachers are at in their developmental journey, standards (and assessment criteria) have been differentiated and modified where appropriate. The programme is however underpinned by the following core dimensions aligned with the GTCS¿s professional values, social justice, integrity, trust and respect (GTCS, 2012). |
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
| Not being delivered |
Summary of Intended Learning Outcomes
Students successfully completing this 40 Credit Professional Development and Leadership 1 course, will be expected to demonstrate:
* A developing awareness of the professional values and personal commitment which underpin the physical educators¿ practice and evidence this in their professional practice
* An ability to 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, 2013)
* An ability to motivate, lead learning for and with, all learners with whom they engage during their professional practice and develop an understanding of their role in managing and supporting learning.
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Assessment Information
During PDL1 an interim formative assessment of the student¿s progress will be formulated with a view to enabling realistic targets to be set which support the student in working towards a ¿satisfactory¿ outcome.
Two placement visits by a tutor leading to a summative assessment of the students attainment against the Standard for Provisional Registration.
Detailed evidence should be provided to support assessment within each of the three areas (Professional Values & Personal Commitment, Professional Knowledge and Understanding, Professional Skills & Abilities). In order to achieve a ¿satisfactory¿ for PDL1 students must be awarded an overall satisfactory in each of the three areas must be awarded by both school and tutor. |
Special Arrangements
| None |
Additional Information
| Academic description |
Not entered |
| Syllabus |
During PDL1 student-teachers will work closely with their mentors and colleagues to achieve a satisfactory overall standard in each of the following elements associated with the standards for provisional registration, by the end of their 10 week placement (Semester 1 : September-December). PDL1 will generally commence late in September which should enable students to attend university for a review of their formative experiences in Year 1 & 2 of the BSc (Physical Education) and attend a series of workshops specifically designed to support them as they prepare for PDL1. |
| Transferable skills |
Not entered |
| Reading list |
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, Continuim: London
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| Study Abroad |
Not entered |
| Study Pattern |
This course is a placement course with an intensive block of University study (25hrs) prior to a 10 week placement in semester 1. |
| Keywords | Not entered |
Contacts
| Course organiser | Ms Rosemary Mulholland
Tel: (0131 6)51 6680
Email: Rosemary.Mulholland@education.ed.ac.uk |
Course secretary | Ms Norma Turnbull
Tel: (0131 6)51 6210
Email: norma.turnbull@ed.ac.uk |
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