Undergraduate Course: Professional Experience and Practice (MA Primary Education with German Programme) (EDUA10196)
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 | 40 |
ECTS Credits | 20 |
| 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 schools across an entire school 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. |
| Course description |
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.
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.
Engaging 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'.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Semester 2 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
392 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The Professional Experience and Practice course comprises 40 credits.
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.
In the event of a fail, retrieval may be condensed (5 weeks) or extended (18 weeks), both beginning in August. The extended or condensed form to be decided by the Board of Examiners. |
| Feedback |
Not entered |
| No Exam Information |
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
Core Text
Cremin, T. and Arthur, J (2014) Learning to Teach in the Primary School. Oxon: Routledge.
Required Reading
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.
Menter, I., Ellitot, D., Hulme, M., Lewin, J. (2011) A Guide to Practitioner Research in Education. London: Sage. |
Additional Information
| 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 |
| Keywords | undergraduate; placement |
Contacts
| Course organiser | Dr Zoe Robertson
Tel:
Email: Zoe.Robertson@ed.ac.uk |
Course secretary | Miss Deirdre Houston
Tel: (0131 6)51 6381
Email: Deirdre.Houston@ed.ac.uk |
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