Undergraduate Course: Professional Experience and Practice (MA Primary Education with German Programme) (EDUA10170)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 10 (Year 3 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 80 |
ECTS Credits | 40 |
| Summary | This 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. |
| Course description |
Students 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 schools.
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'.
This model of professional experience and practice offers both depth of experience as well as breadth of opportunities. Students will experience teaching in 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. Students 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.
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Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate a reflexive and reflective approach to their practice and will be able to articulate a critically informed rationale for professional actions in practice
- establish, plan for and maintain supportive and productive learning environments and will be able to recognise and explain the impact that physical, social, emotional and cognitive influences can have on learners and learning
- describe and analyse links across theory, research, policy and practice by demonstrating an understanding of the importance of these links
- learn for/with/from learners to value difference/diversity by demonstrate understanding of the nature of intersectionality and influence on inclusive practices and learning
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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
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
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 |
To demonstrate some originality and creativity in dealing with professional issues
To communicate with peers, senior colleagues and specialists on a professional level
To exercise autonomy and initiative in professional activities
To practise in ways that show an awareness of own and others' roles and responsibilities |
| 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 will take place in a German-speaking school. Student mobility will take place via an ERASMUS + agreement. |
| Keywords | Placement; Professional experience and practice |
Contacts
| Course organiser | Ms Ann Rae
Tel: (0131 6)51 4880
Email: ann.rae@ed.ac.uk |
Course secretary | Miss Marzia Ballardin
Tel: (0131 6)51 6381
Email: Marzia.Ballardin@ed.ac.uk |
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