Postgraduate Course: Becoming an engaging teacher (EDUA11454)
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 11 (Postgraduate) |
| Course type | Online Distance Learning |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course is designed for participants to gain a rich understanding of how to develop staff-student and student-student educational relationships as the foundation of their practice. Participants will explore their identity as a teacher in relation to key theories and evidence-based approaches to teaching, such as: active learning; reflective practice; student engagement; and co-creation. There will also be opportunities to explore the key role of dialogic approaches to assessment and feedback in building meaningful student-staff relationships. Participants will develop understandings of the link between building positive educational relationships and supporting inclusive learning communities. They will be provided opportunities to explore cutting-edge developments in HE inclusive practice, including developing anti-racist pedagogy. Participants will have the opportunity to experience peer observation of teaching, which will provide feedback on their teaching practice. Participants will then be supported in reflecting on how the feedback from the peer observation of teaching, as well as ideas and examples from the course, can be applied to their own context to enhance their practice.
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| Course description |
A strong emphasis will be placed on participants becoming engaged learners and co-creating elements of the course. Participants will play a strong role in directing discussions and finding appropriate resources/scenarios to make use of and discuss with peers. On-line environments are used for the teaching, learning and assessment of all courses on the Programme for synchronous and asynchronous activities and a range of interactive means of communication.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2023/24, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
| Course Start Date |
05/08/2023 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Online Activities 20,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
176 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
100% coursework. This is a Pass/not yet pass course so we have not added relative weights.
Blogs (4000 words in total)
1. Blog 1: Who am I as a teacher? (1000 words)
2. Blog 2: Conduct a reflective self-evaluation of an element of your teaching and/or support for learning, and write up your evaluation (1500 words).
3. Blog 3: Peer observation of Teaching participants will be required to have their teaching observed, to reflect on the feedback they receive from an observer, and to connect this to a broader action plan for developing their future teaching practice (1500 words).
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| Feedback |
Formative feedback is generated on an ongoing basis through interactive synchronous and asynchronous discussion. Tutors will give individual summative feedback on the blogs. At least one blog will involve peer feedback. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- demonstrate a critical understanding of the key concepts and theories around educational relationships and engagement
- apply concepts and theories from relevant research to enhance your own academic practice
- demonstrate the ability to analyse teaching approaches and evaluate a range of options to ensure your practice is inclusive
- critically reflect on your own growth as a teacher
- demonstrate the ability to articulate a research-informed rationale for your developing practice
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Reading List
Barrineau, S. et al (2019) An active student participation companion. Uppsala: Uppsala University. (Chapter 4 A toolbox. Support in getting creative with active student participation. pp71-143) http://www.diva-portal.org/smash/record.jsf?pid=diva2%3A1286438&dswid=-3792
Bovill, C. (2020) Co-creating learning and teaching: towards relational teaching in higher education. St Albans: Critical Publishing. (Chapter 4 Towards relational pedagogy in higher education pp43-56)
Freeman, S. et al (2014) Active learning increases student performance in science, engineering and mathematics. Proceedings of the National Academy of Sciences of the USA, 111 (23) 8410-8415.
Hooks, B. (2014) Teaching to transgress. New York: Routledge.
Murdoch, D., English, A. R., Hintz, A., & Tyson, K. (2020) Feeling heard: Inclusive education, transformative learning, and productive struggle. Educational Theory, 70(5), 653-679.
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Additional Information
| Graduate Attributes and Skills |
While this should be viewed holistically across the whole programme, course learning outcomes connect and aid development of specific graduate attributes as follows:
University of Edinburgh graduates have:
- curiosity [ILOs 1, 4]
- courage to expand and fulfil their potential [ILOs 2, 4]
- passion to engage locally and globally [ILOs 5]
University of Edinburgh graduates are:
- creative problem solvers and researchers [ILOs 3, 4, 5]
- critical and reflective thinkers [ILO 1, 4]
- effective and influential contributors [ILO 2, 3,5]
- skilled communicators [ILOs 3, 4, 5].
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| Keywords | active learning,reflective practice,student engagement,co-creation |
Contacts
| Course organiser | Dr Hazel Christie
Tel: (0131 6)51 6669
Email: Hazel.Christie@ed.ac.uk |
Course secretary | Miss Emily Salvesen
Tel: (0131 6)51 6661
Email: Emily.Salvesen@ed.ac.uk |
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