Undergraduate Course: Teaching in School 1 (EDUA10215)
Course Outline
| School | Moray House School of Education and Sport |
College | College of Arts, Humanities and Social Sciences |
| Credit level (Normal year taken) | SCQF Level 10 (Postgraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This Teaching in School 1 course provides the site-based context and experience for students to begin to extend and apply in practice the core learning from the University-based teaching. |
| Course description |
Through this first site-based experience students will grapple with their emerging sense of what it means to be a values-led professional as they explore and begin to understand how social justice and sustainability are understood and translated. This begins their journey as critically enquiring professionals, developing their own professional identity as they engage in a professional community of enquiry developing their understanding of the process of curriculum making and effective pedagogies. They will investigate how policy is translated in action.
The understanding of professionalism and how this equates to their own classroom practice is explored along with how they promote inclusion, social justice and sustainability in primary classrooms. Developing professional and pedagogical relationships will be an important part of this first site-based course. There will be rich opportunities for collaborative working across the primary phase.
This course encourages students to begin the process of understanding pedagogy, learning theories and how to plan for learning, developing their understanding of subject specific conceptual development and knowledge required for learning progression. They will learn about appropriate pedagogies for relevant settings. This will be considered alongside concepts of curriculum making and opportunities for developing engaging learning environments that help to explore real-world issues. Students will develop their understanding of child development within the appropriate context.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2023/24, Not available to visiting students (SS1)
|
Quota: None |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Fieldwork Hours 196,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
0 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
0 %,
Practical Exam
100 %
|
| Additional Information (Assessment) |
Students are assessed collaboratively by their mentor teacher and by a university tutor, as part of the partnership arrangements, through observed
evidence of practice and written evidence in the school experience file, as appropriate. The skills observed include application of theory to practice and the
ability to plan, manage, organise and assess children's learning for extended periods of time towards one full day during school experience. The national
school experience report, based on the GTCS standard for provisional registration, is used to structure and report this assessment. (LOs 1,2,3,4,5)
Assessment is on a pass/fail basis. |
| Feedback |
Formative feedback will be offered via the following:
As part of the ongoing mentoring relationship students will receive regular oral formative feedback from their school mentor. There may also be opportunities for formative feedback from other professionals within the school context.
Mid-placement written review of progress identifying strengths and development needs.
Students offered Professional Development Consultations with their university tutor.
Peer learning activity |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Apply knowledge and understanding of appropriate curricular content to plan purposeful learning for children
- Apply knowledge, skills, and understanding of pedagogy when teaching small groups and whole classes
- Engage in reflective and reflexive praxis to ensure how, why and what we teach aligns with our individual and collective professional values and action
- Use a range of communication skills to professionally interact with children and sustain learning conversations
- Work collaboratively under guidance in a collaborative relationship with qualified practitioners and other student teachers
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Reading List
Adelman, H. S. & Taylor, L. (2010). Engaging learners, preventing problems, and improving schools. Corwin: Sage Publications.
Alexander, R. (2008) Towards Dialogic Teaching, London, Dialogos
Cremin, T. & Arthur, J., (Eds) (2014)Learning to teach in the primary school. Third edition / London; New York: Routledge/Taylor & Francis Group
Fisher, D & Frey, N. (2014) Better Learning Through Structured Teaching. Virginia: ASCD
Florian, L & Linklater, H (2010) Preparing teachers for inclusive education: using inclusive pedagogy to enhance teaching and learning for all Cambridge Journal of Education 40(4) pp369-386 DOI: 10.1080/0305764X.2010.526588
Meggit, C. (2012) Child Development: An Illustrated Guide: Birth to 19 Years. (3rd edition). Essex: Pearson Education
Rogers, S. (2011) Re-thinking play and pedagogy in early childhood education: concepts, contexts and cultures, Routledge
Smith, P. K., Cowie, H., & Blades, M. (2015). Understanding Children's Development. (6th edition). Chichester, West Sussex: John Wiley.
Waring & Evans,(2014) Understanding Pedagogy: developing a critical approach to teaching and learning, London: Routledge |
Additional Information
| Graduate Attributes and Skills |
Personal and Intellectual Autonomy: Be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
Communication
Make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
Personal Effectiveness
have the confidence to make decisions based on their understandings and their personal and intellectual autonomy work with, manage, and lead others in ways that value their diversity and equality and that encourage their contribution to the organisation and the wider community |
| Keywords | Not entered |
Contacts
| Course organiser | Dr Susan Chapman
Tel:
Email: Sue.Chapman@ed.ac.uk |
Course secretary | Mrs Melania Chaverri Coto
Tel: (0131 6)51 6210
Email: mchaverr@ed.ac.uk |
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