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

Postgraduate Course: Professional learning and innovation in physical education (EDUA11362)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThe aim of this course is to examine the complex nature of professional learning as teachers and other professionals strive to cope with the demands of ever-changing workplaces and lifestyles in the 21st century. With professional learning increasingly recognised as a career-long endeavour, the course investigates how contemporary conceptualisations of professional learning are moving away from traditional modernist views towards more post-modern perspectives.
Course description In particular, the course analyses how professional learning is increasingly being informed by thinking from complexity, constructivist and situated perspectives and is beginning to be actively engage professionals in a more open-ended, inquiry-based and collaborative learning process. Accordingly, the course considers how contemporary professional learning approaches are leading to revised notions of leadership and how students and practitioners explore their potential as innovators, change agents and future leaders. The course will also consider how professional identities, professional learning communities, networks, distributed leadership and digital technologies are all beginning to impact on the on-going evolution of professions.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. Critically examine traditional and contemporary conceptions of professional learning and practitioner inquiry in physical education and associated professions
  2. Review contemporary theoretical perspectives informing conceptions of professional learning as a career-long endeavour, notably from complexity, constructivist and situated perspectives
  3. Explore contemporary thinking about leadership, innovation and change within professional learning communities
  4. Investigate contemporary professional learning, innovation, change and leadership within physical education and associated contexts
  5. 5. Critically analysis their personal professional learning histories as the catalyst to explore the possibilities for future professional learning
Reading List
Bechtel, P. & O┐Sullivan, M., (2006), Effective professional development: What we know. Journal of Teaching in Physical Education, 25, 363-378.

Gusky, T., (2002), Professional Development and Teacher Change. Teachers and Teaching: theory and practice, 8/3 & 4, 381-389.

Hargreaves, A., (2005), Educational change takes ages: Life, career and generational factors in teachers┐ emotional responses to educational change. Teaching and Teacher Education, 21/8, 967-983.

Pithouse, K., Mitchell, C. & Weber, S., (2009), Self-study in teaching and teacher development: a call to action. Educational Action Research. 17/1, 43-62.

Stoll, L., Bolam, R., Mcmahon, A., Thomas, S., Wallace, M., Greenwood, A. & Hawkey, K., (2005), Setting professional learning communities in an international context. National college for School Leadership: Nottingham.
Wallace, C. & Priestley, M., (2011), Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies online
Additional Information
Graduate Attributes and Skills Not entered
Keywordsphysical education,professional learning,innovation,contemporary,leadership,identities
Course organiserMr Mike Jess
Tel: (0131) 312 6001x278
Course secretaryMs Mairi Ross
Tel: (0131 6)51 4241
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