Postgraduate Course: Preparing for Teaching 3: Level 2 Education (Upper Primary Years) (EDUA11287)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course will focus on developing a critically informed understanding of pedagogy with a specific focus on pedagogy through cultural, political, philosophical lenses.
In-depth knowledge and understanding of learning theories will be interrogated through lens of inclusive and culturally responsive pedagogies; digital pedagogies and learning for sustainability as a pedagogical approach. Conceptions of critical pedagogy and language and communication pedagogies will also be explored. Pedagogy and child development and developing understanding of authentic and appropriate pedagogical relationships in the learning context will be addressed.
Students will be introduced to a range of perspectives relevant to understanding the theory and practice of teaching and learning and consider how these are embedded and enacted in practice. These will address key themes relevant to teaching in schools such as: theories of learners and learning; inclusion and additional support for learning; recognising inequalities and social justice; positive relationships, and assessment.
Students will explore the implications and expectations of educational theory being employed effectively in practice. As the key part of this process, students are required to read and respond critically and analytically to research based literature, educational policy and legislation relating to a wide range of salient issues, themes and topics.
Building on the earlier position of learning as a transformational act and process, the students will adopt a critically enquiring stance to engage in an enquiry in practice to further develop their critical understanding and pedagogical practices.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Learning and Teaching activities (Further Info)
Lecture Hours 28,
Seminar/Tutorial Hours 56,
Online Activities 3,
Formative Assessment Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||The summative assessment for this course is in two parts. Both elements of course assessment must be successfully completed. The grade awarded is the numerical score achieved for the written assignment.
A written assignment (3000 words) Plan for Practitioner Enquiry.
An oral presentation of 20 minutes (plus 10 minutes for questions from audience)
||Students will be given the opportunity to present and discuss their developing understandings of practitioner enquiry and their chosen focus area related to their professional practice. This will provide opportunity for feedforward and enable students to build on their early explorations of the course and allow time for further exploration and development prior to submitting their course assignment.
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate critical understanding of pedagogy(ies) as it relates to upper primary years practice
- Critically examine and analyse literature related to policy, pedagogy and practice concerned with interdisciplinary learning.
- Demonstrate knowledge and understanding of theoretical underpinnings of models of interdisciplinary learning and how they are interpreted in the school and national educational policy context.
- Research and present a practitioner enquiry project developed and implemented during school experience in the upper primary years.
- Demonstrate effective interactions with peers and faculty to enable a community of enquiry and professional learning.
|Beames, S., Higgins, P., & Nicol, R. (2012). Learning outside the classroom: Theory and guidelines for practice. Routledge. |
Baumfield, Vivienne Marie, Hall, Elaine & Wall, Kate. (2012) Action Research in Education, London: SAGE Publications.
Darder, A., Baltodano, M.P., Torres, R.D. (editors) (2009) The Critical Pedagogy Reader second Edition New York Routledge
Freire, P. (2000) Pedagogy of the Oppressed. New York. Continuum.¿
Fichtman Dana, N. & Yendol-Hoppey, D (2020) The Reflective Educator¿s Guide to Classroom Research: learning to Teach and Teaching to Learn Through Practitioner Inquiry
Hooks, b. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.¿
Leach, J. & Moon, B. (2008) The power of pedagogy, SAGE
Moore, A. (2012) (2nd Ed) Teaching and Learning: Pedagogy, Curriculum and culture. London: Routledge
Priestley M, Biesta, G., & Robinson S (2015) Teacher Agency: an ecological approach. London: Bloomsbury Academic,
Pritchard, A. (2014) Ways of Learning: Learning Theories and Learning Styles in the Classroom. London: Routledge.
|Graduate Attributes and Skills
||Research and Enquiry: Course participants will be able to search for, evaluate and critically use information to develop their knowledge and understanding
Communication: Course participants will be able to use effective communication to articulate their skills and practice through self-reflection
Personal Effectiveness: Course participants will be able to work collaboratively and effectively with others, capitalising on their different thinking, experiences and skills to further their own learning
|Keywords||Pedagogy,Childhood,Schooling,Upper Years,Education,Professional,Social Justice,Primary Educa
|Course organiser||Dr Geetha Marcus
|Course secretary||Mrs Melania Chaverri Coto
Tel: (0131 6)51 6210