THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2017/2018

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

Postgraduate Course: Professional Issues (SPRT11007)

Course Outline
SchoolMoray House School of Education CollegeCollege of Humanities and Social Science
Credit level (Normal year taken)SCQF Level 11 (Postgraduate)
Course typeOnline Distance Learning AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
Taught in Gaelic?Yes
SummaryThis course will help students to develop a deeper understanding of what it means to be a professional in their respective field of study. It will enable students to make connections between academic theory, professional practice and the student's own professional learning. In exploring the complex and dynamic relationship between theory and practice, students will be required to articulate their strengths and weaknesses and to learn how to take responsibility for their professional learning.
Course description This course will help students to develop a deeper understanding of what it means to be a professional in their respective field of study. It will enable students to make connections between academic theory, professional practice and the student's own professional learning. In exploring the complex and dynamic relationship between theory and practice, students will be required to articulate their strengths and weaknesses and to learn how to take responsibility for their professional learning.
The course focuses on a critical exploration of the nature of professionalism. In particular, it considers conceptions of ¿the professions¿ and the assumed desirability of being a member of a profession. With teachers¿ and coaches¿ professional learning increasingly being recognised as a career-long capacity-building endeavour, the course investigates how contemporary conceptualisations of professional learning are moving away from traditional modernist views towards more postmodern perspectives.
The course analyses how professional learning is increasingly being informed by thinking from complexity, constructivist and situated perspectives and is beginning to be more actively engage teachers in more open-ended and collaborative learning processes. Accordingly, the course explores the potential role that teacher innovation, professional learning communities, networks, distributed leadership and digital technologies may play in the ongoing evolution of their practice. The course relies on a range of wide range of literature but specifically involves consideration of ethical issues and critical incidents to develop philosophical understanding.
In overall terms, the course will address complex ethical and professional issues and requires students to make informed judgments on issues. The premise is that modern-day professionals need to be able to exercise professional judgement in a range of complex contexts.


Professionals, professionalism and professions
Professional values and codes of ethics
Kant, Aristotle, Phronesis, care and justice
Ethical issues and dilemmas: for example inclusion, race, ethnicity, equity, equality and need
Traditional and contemporary conceptions of professional learning
Complexity, constructivism, situated perspectives and career-long professional learning
Contextualising professional learning & personal capacities, experiences, opportunities, barriers and reflections


Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Additional Costs Regular access to a networked computer is required.
Information for Visiting Students
Pre-requisitesNone
Course Delivery Information
Not being delivered
Learning Outcomes
1. Articulate a critical understanding of principal contemporary theoretical perspectives informing conceptions of professional learning as a career-long endeavour
2. Critically reflect on, consolidate and extend knowledge on the nature of professional learning approaches informed by key tenets from complexity, constructivist and situated perspectives
3. Analyse, evaluate and synthesise the potential of innovation, professional learning communities, networks, distributed leadership and digital technologies as key features of professional learning
4. Undertake a critical analysis of their personal professional learning experiences and their future trajectory
5. Reflect upon the relationship between culture and education in relation to professionalism, philosophy and ethics
Reading List
Armour, K, & Duncombe, R 2012, 'Changing lives? Critical evaluation of a school-based athlete role model intervention', Sport, Education & Society, 17, 3, pp. 381-403

Bradley, S, Drapeau, M, & DeStefano, J 2012, 'The Relationship between Continuing Education and Perceived Competence, Professional Support, and Professional Value among Clinical Psychologists', Journal Of Continuing Education In The Health Professions, 32, 1, pp. 31-38

Camiré, M, Trudel, P, & Forneris, T 2012, 'Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches', Sport Psychologist, 26, 2, pp. 243-260

Carless, D, & Douglas, K 2011, 'Stories as Personal Coaching Philosophy', International Journal Of Sports Science & Coaching, 6, 1, pp. 1-12

Carter, M, & Fewster, C 2013, 'Diversifying early years professional learning - one size no longer fits all', Australasian Journal Of Early Childhood, 38, 1, p. 73

Denison, Jim, and Zoe Avner. "Positive Coaching: Ethical Practices for Athlete Development." Quest (00336297) 63, no. 2 (May 2011): 209-227

Eraut, M. (1994). Developing professional knowledge and competence. London: The Falmer Press

Grecic, D, & Collins, D 2013, 'The Epistemological Chain: Practical Applications in Sports', Quest, 65, 2, pp. 151-168,

Greenfield, B, & West, C 2012, 'Ethical Issues in Sports Medicine: A Review and Justification for Ethical Decision Making and Reasoning', Sports Health: A Multidisciplinary Approach, 4, 6, pp. 475-479,

Jenkins, S. (2012)'Coaching Philosophy, Eclecticism and Positivism' International Journal Of Sports Science & Coaching, 7, pp. i-153

Jespersen, E 2009, 'Education Through Sport: Towards Recognition of Popular Practice', Sport, Ethics & Philosophy, 3, 3, pp. 426-440

McNamee, MJ 2005, Philosophy And The Sciences Of Exercise, Sport, And Health : Critical Perspectives On Research Methods / Edited By Mike Mcnamee, n.p.: London : Routledge

Mouratidis, A, Vansteenkiste, M, Lens, W, & Sideridis, G 2008, 'The Motivating Role of Positive Feedback in Sport and Physical Education: Evidence for a Motivational Model', Journal Of Sport & Exercise Psychology, 30, 2, pp. 240-268

Nash, C, Sproule, J, & Horton, P 2008, 'Sport Coaches' Perceived Role Frames and Philosophies', International Journal Of Sports Science & Coaching, 3, 4, pp. 538-554

Neimeyer, G, Taylor, J, & Cox, D 2012, 'On hope and possibility: Does continuing professional development contribute to ongoing professional competence?', Professional Psychology: Research And Practice, 43, 5, pp. 476-486

Passmore, J (2009), 'Coaching ethics: Making ethical decisions - novices and experts', Coaching Psychologist, 5, 1, pp. 6-10

Shields, D, & Bredemeier, B (2011), 'Contest, Competition, and Metaphor', Journal Of The Philosophy Of Sport, 38, 1, pp. 27-38

Stirling, A, Kerr, G, & Cruz, L 2012, 'An Evaluation of Canada's National Coaching Certification Program's Make Ethical Decisions Coach Education Module', International Journal Of Coaching Science, 6, 2, pp. 45-60

Sturrock, J, & Lennie, S 2009, 'Compulsory continuing professional development: a questionnaire-based survey of the UK dietetic profession', Journal Of Human Nutrition & Dietetics, 22, 1, pp. 12-20

Tarr, J, Whittle, M, Wilson, J, & Hall, L 2013, 'Safeguarding Children and Child Protection Education for UK Trainee Teachers in Higher Education', Child Abuse Review, 22, 2, pp. 108-115
Additional Information
Graduate Attributes and Skills autonomous working; project management; knowledge transfer; communication skills; reflective skills
Special Arrangements The course is delivered entirely online, with no on-campus class sessions
KeywordsProfessional Judgement, Ethics, Development, Philosophy, Professional Learning
Contacts
Course organiserMr Mike Jess
Tel: (0131) 312 6001x278
Email: Mike.Jess@ed.ac.uk
Course secretaryMs Marie Hamilton
Tel: (0131 6)51 6678
Email: marie.hamilton@ed.ac.uk
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