Undergraduate Course: Professional Experience and Practice Year 3 (Gaelic) (EDUA10188)
|Moray House School of Education
|College of Humanities and Social Science
|Credit level (Normal year taken)
|SCQF Level 10 (Year 3 Undergraduate)
|Not available to visiting students
|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. Placed within two schools from August until June, students will become authentic members of a school community. Students will be fully involved in the wider life of the schools over an entire academic year, experiencing all stages but being 'placed' in two. From August to December the students will be in a P4-7 English-medium school and from January to June the students will be in a Gaelic-medium school.
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.
The sustained engagement with a school community will facilitate more 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'.
Entry Requirements (not applicable to Visiting Students)
Course Delivery Information
|Academic year 2017/18, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Programme Level Learning and Teaching Hours 16,
Placement Study Abroad Hours 784,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
|Part A 100% - National placement form: December (equivalent to 40 credits)
Part B 100% - National placement form: May (equivalent to 40 credits)
|Ongoing formative assessment and support
Summative assessments in December and May
|No Exam Information
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
- Demonstrate an understanding of the theoretical basis for practice of immersion/ bilingual pedagogies to facilitate the development of bilingualism and biliteracy
|Bolton, G (2010) (3rd Edition) Reflective Practice: Writing and Professional Development. London: Sage.
Cohen, Manion & Morrison ( 2010) (5th Edition) A guide to Teaching Practice. Oxon: Routledge Falmer
Eaude, T. (2011) Thinking through pedagogy for primary and early years. Exeter: Learning Matters.
Fisher R. (2005) Teaching Children to Learn. Cheltenham: Nelson Thornes
Hayes, D., Mills, M., Christie, P. & Lingard, B. (2006) Teachers & schooling making a difference: productive pedagogies, assessment and performance. New South Wales: Allen & Unwin
|Graduate Attributes and Skills
|1. be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
2. be able to work effectively with others, capitalising on their different thinking, experience and skills
3. seek and value open feedback to inform genuine self-awareness
4. be able to respond effectively to unfamiliar problems in unfamiliar contexts
5. be creative and imaginative thinker
6. be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
The Professional Experience and Practice course 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 quality assurance arrangements are appropriately considered.
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 will be 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.
|Professional experience and practice,pedagogy.,Immersion and Bilingual Pedagogies
|Mr Jim Whannel
Tel: (0131 6)51 6403
|Miss Deirdre Houston
Tel: (0131 6)51 6381