THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2020/2021

Information in the Degree Programme Tables may still be subject to change in response to Covid-19

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

Undergraduate Course: Community Education Professional Practice 3 (EDUA10125)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 10 (Year 4 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits40 ECTS Credits20
SummaryPlease be aware that if government restrictions around the Covid-19 situation prevent placement, this course may be modified. Students will be given advice at the beginning of the course to ensure the most up-to-date guidance.

This course will build on the knowledge and skills gained in Professional Practice 1 and Professional Practice 2. Through a combination of taught and practice elements, it will help students to develop their understanding of what it means to be a professional community educator in an increasingly diverse field.
Course description Please be aware that if government restrictions around the Covid-19 situation prevent placement, this course may be modified. Students will be given advice at the beginning of the course to ensure the most up-to-date guidance.

This course will enable students to make connections between academic theory, professional practice and the student's own past, current and future professional development. In exploring the complex and dynamic relationship between theory and practice, students will be required to analyse and articulate their strengths and weaknesses and to learn how to take individual and collective responsibility for development. A major project in the practice element will allow students to demonstrate original and creative responses to problems and issues. The premise is that community educators need to be able to manage their own and others' work, to exercise substantial autonomy and initiative in professional activities, and to work collaboratively to identify and resolve problems and issues in work settings.
Students will undertake a block placement in Semester 2 commencing January and ending in late March or early April. However, if specific agencies can accommodate a student placement in Semester 1 then this should be explored and if appropriate allowed. In these cases a part time placement is possible running across both Semester 1 and Semester 2. Please note that all placements will be arranged by the University and not by individual students.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Students MUST have passed: Politics, Policy & Professional Identity in Community Education (EDUA10117) AND Managing Professional Life (EDUA10203) AND Community Education Professional Practice 2 (EDUA10123) AND Community Education Methods and Approaches: Developing Dialogue (EDUA10118) AND Adult Education (EDUA10120) OR Community Work (EDUA10121) OR Youth Work (EDUA10122)
Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2020/21, Not available to visiting students (SS1) Quota:  0
Course Start Full Year
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 400 ( Lecture Hours 22, Seminar/Tutorial Hours 22, Programme Level Learning and Teaching Hours 8, Placement Study Abroad Hours 330, Directed Learning and Independent Learning Hours 18 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Summative Assessment

Essay
Individual students will critically review their professional development with regard to the taught and practice elements of the course. (4,000 words)

Fieldwork
Students will be required to achieve a pass standard as assessed by the placement supervisor in relation to tasks undertaken in the practice setting.

Students will require a pass in both components for an overall pass for the course; the grade recorded will be the mark awarded for the written paper, unless the practice element has been assessed as a fail.

Please note that all placements will be arranged by the University and not by individual students.
Feedback Formative Assessment
Students will receive continuous formative feedback from peers, colleagues and tutors with reference to their work in the practice setting. The course will culminate in a mini-conference in which small groups of students will critically reflect on their experience of initiating development in the workplace.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Analyse, interpret and understand issues affecting development in community education agencies and allied organisations, in relation to the socio-economic and policy context.
  2. Recognise the significance and impact of a range of factors steering development in agencies and organisations including aims, functions, structures and people management.
  3. Systematically investigate the possibilities for progressive change in their own work setting.
  4. Articulate problems and possibities in working collectively and collaboratively with colleagues to bring about desired changes in the practice settings and explain the tensions and challenges inherent in partnership working.
  5. Critically reflect on their contribution to development initiatives, and accurately assess their own professional development needs.
Reading List
the Standard Council┐s Web Site @ http://www.standardscouncil.org.uk to familiarise yourself once more with the Competency Framework.

Carter, L. (2007) ┐The Nature of Learning┐ in Mullins, L.J. (2007) Management and Organisational Behaviour 8th Ed. Harlow: Pearson Education Chapter

Bee, F. and Bee, R., (2003) "The spectrum of learning - from formal to informal" from Bee, F. and Bee, R., Learning needs analysis and evaluation pp.87-92, London: CIPD.

Illeris, K. (2007) How We Learn: Learning and non-learning in school and beyond 2nd (English) Edition Abingdon, Oxon: Routledge pp. 157 ┐ 175

Jarvis, P. (2006) Towards a Comprehensive Theory of Human Learning Abingdon, Oxon: Routledge pp 32 ┐ 51

Mintzberg H. (1990) The Manager┐s Job: Folklore and Fact in Harvard Business Review March-April 1990 pp163-176

Mumford A. & Gold J. (2004) Management Development: Strategies for Action London: CIPD Publications 4th Ed. Chapter

Northouse, P.J. (2007) Leadership: Theory and Practice California: Sage 4th Ed. Chapter

Fletcher, C. (2008) Appraisal, Feedback and Development: Making performance review work 4th Edition Abingdon, Oxon: Routledge

McKenna, S., Richardson, J and Manroop, L (2011) Alternative paradigms and the study and practice of performance management and evaluation, Human Resource Management Review. 21 (2011) pp148┐157

Wood, R., E., and Marshall V., (2008) Accuracy and effectiveness in appraisal outcomes: the influence of self-efficacy, personal factors and organisational variables, Human Resource Management Journal, Vol. 18, no 3, pp. 295┐313

Clutterbuck D. (2004) Everyone needs a Mentor 4th Ed. London: CIPD
ISBN 0 85292 904 8











Additional Information
Graduate Attributes and Skills Not entered
Additional Class Delivery Information 15 hour(s) per week for 22 week(s). As well as practice activity there will be a weekly seminar. A fieldwork supervisor in the practice agency will also support individual students.
Students will engage in lectures and tutor led tutorials via the hybrid model incorporating either on campus or online delivery.
KeywordsNot entered
Contacts
Course organiserMr Stuart Moir
Tel: (0131 6)51 6266
Email: Stuart.Moir@ed.ac.uk
Course secretaryMrs Lesley Spencer
Tel: (0131 6)51 6373
Email: Lesley.Spencer@ed.ac.uk
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