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

Postgraduate Course: Becoming a teacher educator (EDUA11430)

Course Outline
SchoolMoray House School of Education and Sport CollegeCollege of Arts, Humanities and Social Sciences
Credit level (Normal year taken)SCQF Level 11 (Postgraduate) AvailabilityNot available to visiting students
SCQF Credits20 ECTS Credits10
SummaryThis course provides students with the opportunity to develop knowledge and understanding of the concept of teacher education, particularly through exploring the interrelated concepts of professional development, and professional learning. Through the course students will critically engage with approaches to professional learning/ development, policy and literature as they explore their role in supporting the learning of other teachers and educators. The focus of the course is to support students to develop an understanding of themselves as learners by engaging in self-study. In exploring the self, students will be encouraged to reflect on their contexts, the learning process, their teacher identity, role and relationships and what it means to be a teacher educator.
Course description This course has been designed to be a professionally authentic experience, aligning itself with, and pushing forward, current research and policy thinking in Scotland and internationally on teacher education, conceptions of teacher professionalism, professional development/learning, and self-study. Approaches and models of professional development/learning will be introduced and examined.

Through the course, and its attention to students' understanding of themselves as teachers and learners, they will be able to make explicit their own aims in supporting the learning of other teachers and educators.

The course has four central elements running through it:

Understanding the concept of teacher education - professional development and learning.

Developing knowledge and understanding of models and approaches to professional development/learning

Teacher identity and self as "teacher educator"


Underpinning this course and the subsequent two related courses is a philosophy of co-construction in developing course content. This will be modelled by tutors by engaging students in establishing their starting points, learning needs and interests and then feeding this forward into the content of each course.

Students will be supported by tutors and peers to engage critically with relevant national policy and the GTCS Standards, in particular the Standards for Career-long Professional learning, the Standards for Middle Leadership and Standard for Headship to consider how these relate to teacher professionalism and teacher education.

The course content is delivered in a variety of ways i.e. whole group lectures, small seminar group discussions and student-led tasks. In addition to the taught lecture and seminar programme, students will learn independently e.g. undertaking set reading prior to each session, as well as completing formative and summative assessment tasks.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Course Delivery Information
Not being delivered
Learning Outcomes
On completion of this course, the student will be able to:
  1. Develop a critical understanding of the nature, purpose and approaches of professional learning and development.
  2. Engage and develop a sustainable professional network for supporting teacher learning.
  3. Reflect critically on prior skills, knowledge and understanding to identify starting points and areas for development to contribute to the co-construction of course content and structure.¿
  4. Critically consider the nature of teacher learning within current professional and policy contexts.¿
  5. Design and conduct a self-study to critically explore understanding of self as learner and teacher educator, teacher identity and the process of learning and teaching.
Reading List
Brookfield, S. (2017) Becoming a Critically Reflective Teacher (2nd Edition). Jossey-Bass, San Francisco

Czerniawski, G. (2018) Teacher educators in the twenty-first century: identity, knowledge and research. London: Critical Publishing.

Davis, B., Sumara, D. J., & Luce-Kapler, R. (2008). Engaging minds: Changing teaching in complex times. Routledge.

Hall, E. & Wall, K. (2019) Research Methods for Understanding Professional Learning. Bloomsbury, London

Hargreaves, A. & O¿Connor, M. (2018) Collaborative professionalism: when teaching together means learning for all. Corwin, London

Harris, A., Jones, M. & Huffman, J. B. (2018) Teachers Leading Educational Reform: The Power of Professional Learning Communities. Routledge, London

Priestley, M., Biesta, G. & Robinson, S. (2015) Teacher Agency: An Ecological Approach. Bloomsbury Academic, London

Swennen, A. & White E. (Eds) (2020), Being a Teacher Educator: Research-Informed Methods for Improving Practice. Taylor & Francis, Abingdon

Timperley, H. (2011) Realizing the Power of Professional Learning. Open University Press, Maidenhead
Additional Information
Graduate Attributes and Skills Mindsets:

Enquiry and lifelong learning

Aspiration and personal development - personal responsibility, reflective and reflexive approach

Outlook and engagement - informed perspective and positive respectful contribution


Research and enquiry - engaging in self-study

Personal and intellectual autonomy - critically evaluate ideas and experiences

Personal effectiveness: adapting to new situations and acting with sensitivity and integrity

Communication: engaging effectively with others;
Special Arrangements Non-MEd Leadership and learning specialist students wishing to enrol should first contact the Course Secretary to ascertain availability. Only available to education professionals working within a relevant professional context.
KeywordsTeacher education,professional learning and development,self-study
Course organiserDr Nicola Carse
Tel: (0131 6)51 6614
Course secretaryMrs Lesley Spencer
Tel: (0131 6)51 6373
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