Postgraduate Course: Dimensions of Teaching (EDUA11441)
|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 examines the social, political, professional and personal dimensions of education and teaching. It will focus on critical interrogation of education policy and practices and consider the dominant conceptions of professionalism as they are currently constructed nationally and globally.
The notion of being and becoming critical, enquiring and agentic professionals with a core commitment to lead and promote sustainability is at the heart of this course. Students will explore what it means to be a values-led professional, and explore how issues of social justice, inclusion, diversity and sustainability are articulated in and explored through professional practices as they work towards forging their own individual identity as a transformative teacher.
Collaborative practices, productive partnerships and the importance of relationships will be explored alongside critical considerations of health and well-being for the profession and for young people. Clear links are made to social justice, inclusion and child protection. The promotion of positive health and wellbeing for all serves as a foundation for inclusive practices and social justice. Emphasis is placed on the creation of a supportive, inclusive, respectful environment that values diversity and in which pupils feel safe. It explores concepts of being a teacher in order to highlight how individual teacher identity influences interpretation and enactment of health and wellbeing.
This course helps build a strong foundation in student teachers' knowledge and appreciation of the wider landscape of Scottish education, whilst developing students' understanding of their professional responsibilities as a teacher in the classroom, school and in society.
Students will use a problem-posing approach that will engage them in asking important questions about learning and teaching for social justice and for sustainability. It will foster and develop plurilingual learning environments in schools that enable children to explore, interrogate and critique local and global, social and environmental conditions and to become active agents in shaping and building the society and conditions that they want to live in.
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 33,
Seminar/Tutorial Hours 66,
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)
||Assignment A - 2000 words (50%)
Assignment B - 2000 words (50%)
||Assignment Part A Submission (2000 words). Feedback from this Part A assignment is designed to act as feedforward to support students in developing their thinking and writing for Part B.
Additionally several Q&A sessions are run by the CO, where students can ask specific content related questions (and get feedback on early ideas) and during one workshop prior to submission, students can participate in a low stakes (given the early point in the programme) peer sharing session, facilitated by the workshop tutor.
|No Exam Information
On completion of this course, the student will be able to:
- Critically interrogate conceptions of professionalism and the social, political and personal dimensions of education and teaching.
- Demonstrate critical understanding of Scottish education and current policy developments.
- Demonstrate critical and reflective awareness of social justice issues in Scottish education and the relationship between values and actions.
- Apply critical analysis, evaluation and synthesis to complex professional issues, including the professional responsibilities of the teacher and constructions of teacher identity.
- Demonstrate effective interactions with peers and faculty to enable a community of enquiry and professional learning.
|Arshad, R., Wrigley, T., & Pratt, L. (2019) (2nd Ed) Social Justice Re-Examined: Dilemmas and Solutions for the Classroom Teacher. Stoke-on-Trent: Trentham Books Ltd. |
Brookfield, Stephen D. (2017) Becoming a Critically Reflective Teacher, San Francisco, Jossey-Bass.
Bryce T.G.K, Humes W, Gillies, D. & Kennedy, A. (Eds.) (2018) (5th Ed); Scottish Education. Edinburgh: Edinburgh University Press.
Davis, B, Sumara, D & Luce-Kapler, R (2008) (2nd Ed) Engaging Minds: Changing teaching in complex times. London: Routledge
Florian, L.; Black Hawkins, K.; Rouse, M. (2016) Achievement and inclusion in schools 2nd edition. Routledge
Hargreaves, A and O'Connor, T. (2018) Collaborative Professionalism: when teaching together means#learning for all, Corwin: California
Holt, D (2019) Promoting positive mental health in the Primary School. Routledge
Ritchhart, R. (2015). Creating Cultures of Thinking. Jossey-Bass.
Sterling, S (2001) Sustainable Education: Revisioning Learning and Change
Zeichner, K.M., & Liston, D.P. (2013) Reflective Teaching: An Introduction (2nd Ed). London: Routledge.
|Graduate Attributes and Skills
|Course organiser||Ms Claire Hornby
Tel: (0131 6)51 6410
|Course secretary||Mrs Melania Chaverri Coto
Tel: (0131 6)51 6210