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DRPS : Course Catalogue : Moray House School of Education : Education

Undergraduate Course: Developing professional identity in community education (EDUA08070)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 8 (Year 1 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis course introduces the notion of studying community education in a university setting.
Course description Students will draw on their experience as learners and practitioners to consider the process of studying in professional and academic contexts. Students will consider how their experience has shaped the ways in which they learn. The notion of the student?s development as a critically reflective practitioner will form the core focus of the course both in terms of their academic and professional skills. Differing understandings of the meaning of professionalism will be explored and their implications for the practice of community education will be considered.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements *This course is not open to outside students e.g. as an 'optional' course*
Course Delivery Information
Academic year 2017/18, Not available to visiting students (SS1) Quota:  0
Course Start Full Year
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 40, External Visit Hours 4, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 152 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) At the end of Semester 2 students are required to submit a reflective practice portfolio equivalent to 2,500 words
Feedback Feedback on your work
Feedback is an integral part of this course and takes many forms. We encourage you to see learning and teaching as a partnership: we will do our best to give you helpful feedback on your work, and it is up to you to make the best use of the feedback you receive. If you find yourself unsure of how to make good use of feedback, please speak to the Course Organiser. You will also find a wealth of information on feedback, including information about what to expect and how to make use of if, on the University's Enhancing Feedback website, available at:

Informal Feedback
Informal, formative feedback takes place during seminar and tutorial discussions throughout the semester. Your tutor will comment on your understanding of the ideas covered in the course, and may give you specific advice regarding your progress. Such feedback is intended to help you understand what your strengths and development points are, and to enable you to take informed responsibility for your learning and progression.

Formal Feedback
For the Reflective Portfolio due in Semester 2, we will aim to release your provisional marks and feedback within 15 working days from date submission. If there is a delay for reasons that cannot be anticipated we will let you know as soon as possible, and will give you a revised date. Marks and comments will be returned to you electronically with paper copies made available where necessary. All marks released prior to the meeting of the Board of Examiners in June are provisional and subject to ratification by the Board.

No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Articulate the notion of the critically reflective practitioner
  2. Evaluate the centrality of experiential learning to informal educational approaches
  3. Design a study strategy plan
  4. Demonstrate academic research and writing skills
  5. Demonstrate awareness of their own learning styles
Reading List
The sessions for Strand 1 will draw on Northedge, A. (2005) The Good Study Guide, published by The Open University Press. We recommend it as a very useful book to buy.

Semester Two

Wenger, E. (2006) Communities of practice: A brief introduction.

Coles, C. (2002) Developing Professional Judgment. The Journal of Continuing Education in the Health Professions, Vol. 22(1), pp. 3-10.

CLD Standards Council for Scotland (2009) The Competences for CLD (Summary Report)

Bamber, J. (1998) Learning, Understanding and the Development of Critical Practice. Youth and Policy - The Journal of Critical Analysis, Vol 60, 1998, pp. 30-45.


Donald Schon: Learning, Reflection and Change

Reading: The Barryside Case Study (will be available on Learn)

Tett, L., Crowther, J. & O¿Hara, P. (2003) Collaborative partnerships in community education. Journal of Education Policy, Vol. 18, No.1, pp. 37 ¿ 51

Additional Information
Graduate Attributes and Skills Not entered
Additional Class Delivery Information Timetable is arranged annually.

Semester 2 classes are held on Thursdays 11.00 - 11.50 only.
KeywordsNot entered
Course organiserMr Tim Randall
Tel: (0131 6)51 6441
Course secretaryMrs Lesley Spencer
Tel: (0131 6)51 6373
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