Undergraduate Course: PGDE secondary Placement 1 (EDUA10164)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 10 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This is a placement course during which student teachers spend a total of six weeks in a local secondary school. During placement students observe experienced practitioners and with support from school staff and tutors begin to develop their own teaching knowledge, understanding and skills.
Throughout each of the placement courses students will develop and consolidate skills and knowledge and demonstrate their ability to meet the GTCS Standards for Provisional Registration (SPR) to a satisfactory standard in relation to the appropriate stage and sector. This will incorporate the following three areas:
Professional Values and Personal Commitment;
Professional Knowledge and Understanding;
Professional Skills and Abilities.
At the heart of learning to teach is the experience of being in a school. In literature this is referred to variously as site-based learning, school or clinical placement, professional practice, the teaching practicum, and teaching placement. In this first school placement course students are introduced to professional practice and the role of the teacher.
PGDE Secondary Placement 1 is a seven week placement which begins in late October/early November.
The aims of Placement 1 are:
to give student teachers the opportunity to observe and reflect on teaching by experienced practitioners;
to provide student teachers with an introduction to planning and teaching single lessons in the classroom;
to provide student teachers with the opportunity to develop and teach series of lessons for pupils at all stages in order to develop their classroom skills and confidence and to deepen their understanding of the role of the reflective practitioner;
to give student teachers the opportunity to reflect on school cultures;
to give student the opportunity to reflect on and engage with what are often problemetised areas such as behaviour management, assessment, achievement and attainment;
to learn about, to reflect on and participate in teaching within the national curriculum framework;
to critique the national curriculum from their perspective as a subject specialist, as a teacher within the wider school;
to give student teachers in the secondary sector the opportunity to observe teaching in a cluster primary school;
to give student teachers the opportunity to engage in informed, professional conversation with other teachers on educational matters;
to complete placement tasks set by the university in relation to Professional Studies and Curriculum and Pedagogy courses.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2021/22, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 4,
External Visit Hours 18,
Online Activities 10,
Feedback/Feedforward Hours 4,
Formative Assessment Hours 1,
Summative Assessment Hours 2,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
Students are assessed collaboratively by their mentor teacher and by a university tutor, as part of the partnership arrangements, through observed evidence of practice and written evidence in the school experience file.
The skills observed include application of theory to practice and the ability to plan, manage, organise and assess pupil learning for extended periods up to and including one full week during placement. The national school experience report, based on the GTCS standard for provisional registration, is used to structure and report this assessment.
||Formative feedback will be offered via the following:
As part of the ongoing mentoring relationship students will receive regular verbal formative feedback from their school mentor. There may also be opportunities for formative feedback from other professionals within the school context.
Mid-placement written review of progress identifying strengths and development needs
Students offered Professional Development Consultations with their university tutor
Peer learning activity.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of the ways in which concepts of curriculum, pedagogical theories and approaches impact on learning and teaching.
- Critically¿consider and engage in the process of planning for teaching and learning¿across¿secondary school education¿taking account of¿subject¿disciplines¿and¿local and global educational contexts.
- Critically¿interrogate¿theories of learning, teaching and assessment within¿their¿subject disciplines and in the wider educational, social, cultural and political contexts of the secondary school community.¿
- Examine¿the values and ideologies explicit and implicit in¿academic research and policy¿literature¿and/or about Scottish¿education and beyond which¿relate to¿central¿contemporary¿educational issues such as¿inclusion, additional support needs, fairness,¿diversity,¿social justice and¿sustainability.
- Engage in reflective and reflexive praxis to ensure how, why and what we teach aligns with our individual and¿collective professional values¿and¿actions.
|Indicative Reading |
Brookfield Stephen D (2017) Becoming a critically reflective teacher. San Francisco, CA : Jossey-Bass
Capel, S., Leask, M. and Y. Sarah (2019) Learning to teach in the secondary school : a companion to school experience. London ; New York : Routledge, Taylor & Francis Group ; [on-line access via discover-ed]
Florian, Lani (2015) Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities?, Scottish Educational Review 47(1), 5-14
Harrison, Jennifer K. & Lee Ruth (2011) Exploring the use of critical incident analysis and the professional learning conversation in an initial teacher education programme, Journal of Education for Teaching, 37:2, 199-217
McCluskey, G, Lloyd, G, Kane, J, Riddell, S, Stead, J & Weedon, E (2008), 'Can restorative practices in schools make a difference?', Educational Review, vol. 60, no. 4, pp. 405-417.
Olsen, B. (2016). Teaching for success, developing your teacher identity in today's classroom. New York, N.Y. : Routledge
Pollard, A. (2008) Reflective Teaching Evidence-informed Professional Practice. Continuum.
|Graduate Attributes and Skills
||Transferable skills developed during placement include the following:
1. Working as part of a team.
2. Taking increasing responsibility and acting proactively.
3. Developing organisational skills and management skills.
4. Thinking and acting reflectively in and after practice.
5. Making increasingly well informed decisions, taking into account a range of needs and using a range of sources of information.
|Keywords||Placement secondary initial teacher education
|Course organiser||Mr Russell White
Tel: (0131 6)51 6615
|Course secretary||Mr Nadir Junco
Tel: (0131 6)51 6436