THE UNIVERSITY of EDINBURGH

DEGREE REGULATIONS & PROGRAMMES OF STUDY 2022/2023

Timetable information in the Course Catalogue may be subject to change.

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

Undergraduate Course: Community Learning 1: Building Professional Identity (EDUA07004)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 7 (Year 1 Undergraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis course focuses on beginning to develop students' understanding of professional practice. This course will introduce the students to professional practice and to the development of their professional identity in community learning and development. The course explores aspects of professional experience, skills and competences relevant to the field.
Course description 1) Academic Description
The notion of the students' development as a reflective practitioner will form the core focus of the course in terms of their professional skills. Differing understandings of the meaning of professionalism will be explored and their implications for the practice of community education will be considered. Students will draw on their experience as learners and practitioners to consider professional practice. Students will consider how their experience relates to the competencies required of a professional practitioner.

2) Indicative Content
Students will consider the meaning of experience; explore the meaning of professionalism, being a competent and reflective practitioner and they will audit their professional skills.

3) Learning Experience
Students will be introduced to the placement process, reflecting on their experience to date and negotiating a placement option and a coherent programme of work. They will be introduced to a discussion board and techniques for beginning to develop a digital portfolio. They will explore strategies to: manage and record their work; consider professional competence and being assessed; connect placement activities to the academic curriculum; manage stress and address placement challenges; and begin to develop presentation skills.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Academic year 2022/23, Not available to visiting students (SS1) Quota:  0
Course Start Semester 1
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 22, Seminar/Tutorial Hours 11, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 163 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) Formative tasks
Produce draft CV and development needs assessment to be shared amongst small groups in class. Peer and tutor feedback will be offered.

Based on identified learning and development needs, negotiate a placement and a placement contract with work related goals with a field supervisor.

Summative task
1. Compile a professional CV framed around the CLD competence framework and which highlights learning and development needs - 25% final mark

2. Written task equivalent to 1500 - 75% of final mark
Description of written task: Write a narrative account on how past experience is relevant to CLD competencies demonstrating understanding of the professionals role and identifying work related goals and development plan to address learning and development needs (1500 equivalent) 80% of final mark
Feedback Students will receive peer and tutor feedback on their professional CV, the potential relevance of their experience to date to the field of practice and how this might be developed and expanded upon in relation to CLD competencies
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Demonstrate and informed understanding of the ethics, values and professional role of educators in relation to professional interventions in the lives of young people, adults and communities
  2. Assess experience and competence to date (pre placement) in relation to the CLD Standards Council competencies
  3. Produce a professional CV which identifies learning and development needs and sets appropriate work related goals and develop needs
  4. Use a range of written, numerical and graphic data to build a digital professional portfolio to measure progress and achieve work and development goals
  5. Exercise some initiative and independence to negotiate a professional placement with a prospective fieldwork supervisors
Reading List
CLD Standards Council for Scotland (2017) A Code of Ethics for Community Learning and Development (CLD), Glasgow: CLD Standards Council for Scotland. Available at: https://cldstandardscouncil.org.uk/wp-content/uploads/Code_of_Ethics_2017.pdf (accessed: 24.7.2020)

CLD Standards Council for Scotland (2018) The Competent Practitioner Framework: Using the CLD Competences to Reflect, Develop and Progress, Glasgow: CLD Standards council for Scotland. Available at: https://cldstandardscouncil.org.uk/wp-content/uploads/CompetentPractitionerFramework.pdf (accessed: 24.7.2020)

Hawtin, M. & Percy-Smith, J. (2007) (2nd Edition) Community Profiling: A practical guide. Maidenhead: McGraw-Hill Education. (Available to download as e-book from University library)

Sercombe, H. (2010) Ethics and the idea of a profession. In Youth Work Ethics, pp. 7-14, London: Sage. (Available to download as e-book from University library)

Wenger-Trayner, E. and Wenger-Trayner, B. (2015) Introduction to communities of practice: A brief overview of the concept and its uses. Available at:

http://wenger-trayner.com/introduction-to-communities-of-practice/

Wood, J., Westwood, S. & Thompson, G. (2015) Preparation for practice Learning. In Youth Work: Preparation for practice, pp. 11-25, Abingdon: Routledge.
Additional Information
Graduate Attributes and Skills 1) Academic Description
The notion of the student's development as a reflective practitioner will form the core focus of the course in terms of their professional skills. Differing understandings of the meaning of professionalism will be explored and their implications for the practice of community education will be considered. Students will draw on their experience as learners and practitioners to consider professional practice. Students will consider how their experience relates to the competencies required of a professional practitioner.

2) Indicative Content
What is Experience?
What is the Reflective Practitioner?
What is Professionalism?
What is Competence?
Auditing Professional Skills and producing a CV

3) Learning Experience
Students will be introduced to the placement process, reflecting on their experience to date and negotiating a placement option and a coherent programme of work. They will be introduced to a discussion board and techniques for beginning to develop a digital portfolio. They will explore strategies to:- manage and record their work; consider professional competence and being assessed; connect placement activities to the academic curriculum; manage stress and address placement challenges; and begin to develop presentation skills.
KeywordsExperience,Critical Reflection,Professionalism,Competence,Professional Practice
Contacts
Course organiserMr Gary Fraser
Tel:
Email: gfraser4@exseed.ed.ac.uk
Course secretaryMiss Rosie Roberts
Tel: (0131 6)516 210
Email: Rosie.Roberts@ed.ac.uk
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