Postgraduate Course: Building Capacity and Creating a Culture of Learning (EDUA11432)
|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 year-long course will enable participants to plan and take forward a key piece of work to develop and support teacher learning. This course will engage participants in taking an enquiry approach to consider how they build capacity, plan and design relevant professional learning (this will be context dependent and may be with an individual, a group of colleagues, a whole staff development), and take this forward in context and critically evaluate it.
The focus in course 3 turns to understanding the complexities of building capacity and creating and nurturing learning cultures and communities of professional learning. Students will deepen their understanding of key concepts and how these inform and impact on design of and engagement with professional learning. Indicative themes will include: the teacher as self-directed learner; ownership and autonomy in the professional learning process; agency and criticality, teacher professional judgement and empowerment; learning as a complex process.
This course will provide the framework for students to draw on all the core concepts and practices they have explored during courses 1 and 2 and use these to design, plan and take forward professional learning within their own context. Part of this will involve understanding and examining the needs of their own context to plan relevant and meaningful professional learning.
They will identify and explore in greater critical depth and reconceptualise as appropriate, key professional learning models and approaches relevant to their own context, this might include, Lesson Study, Teacher Learning Communities; Critical Enquiry for Whole School Improvement.
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. Participants will also undertake practice-focused task in planning and leading professional learning with colleagues.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 6,
Seminar/Tutorial Hours 14,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||A portfolio of learning and assessment activities will be developed throughout the three courses, this will include a range of media including for example, online tasks, filming and blogging. (100% weighting)
In this course the content of the portfolio of learning will be negotiated but is likely to include:
Scrapbooking/Production of an artefact
A ¿view from the field¿ sharing the views of the participants/those involved in the professional learning
Engaging in self-study
Designing, planning and if¿possible,¿implementing an approach to professional learning with a small group/whole school/LA.¿¿
||Formative written and oral feedback will be provided on the content of the portfolio through self, peer and tutor assessment activities.
Seminars will afford students the opportunity to receive regular verbal feedback on any questions and ideas arising from tasks, discussions and reading undertaken.
Summative: Written feedback will be provided overall on the content of the portfolio of learning.
|No Exam Information
On completion of this course, the student will be able to:
- Develop a critical understanding of the nature, purpose and approaches of professional learning and development.
- Engage and develop a sustainable professional network for supporting teacher learning.
- 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.
- Construct a critically informed and justified approach for leading professional learning in your own context.
- Critically assess and evaluate the planned professional learning, ascertaining impact and engagement of others.
|Fichtman, N. & Yendol-Hoppey, D. (2020) The Reflective Educator¿s Guide to Classroom Research: learning to teach and teaching to learn through practitioner inquiry. (4th Edition) Corwin, London |
Le Fevre, D. Timperely, H. Twyford, K. & Ell, F (2020) Leading Powerful Professional Learning: Responding to Complexity with Adaptive Expertise. Corwin Press, London
Nichols, S & Cormack, P. (2017) Impactful Practitioner Inquiry. Teachers College Press, New York
Sharratt, L & Planche, B. (2016) Leading Collaborative Learning: empowering excellence. Corwin Press, London
|Graduate Attributes and Skills
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 enquiry process
Personal and intellectual autonomy - critically evaluate ideas and experiences
Personal effectiveness: influencing positively, adapting to new situations and acting with sensitivity and integrity
Communication: engaging effectively with others; interpersonal skills
||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.
|Keywords||Professional learning,teacher education,learning communities,learning culture
|Course organiser||Mr Kevin Brack
|Course secretary||Mrs Lesley Spencer
Tel: (0131 6)51 6373