Undergraduate Course: Community Learning 1: Building Professional Identity (EDUA07004)
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 7 (Year 1 Undergraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | This course focuses on beginning to develop students' understanding of professional practice. This course will introduce the students to professional practice and to the development of their professional identity in community learning and development. The course explores aspects of professional experience, skills and competences relevant to the field. |
| Course description |
1) Academic Description
The notion of the students' development as a reflective practitioner will form the core focus of the course in terms of their professional skills. Differing understandings of the meaning of professionalism will be explored and their implications for the practice of community education will be considered. Students will draw on their experience as learners and practitioners to consider professional practice. Students will consider how their experience relates to the competencies required of a professional practitioner.
2) Indicative Content
Students will consider the meaning of experience; explore the meaning of professionalism, being a competent and reflective practitioner and they will audit their professional skills.
3) Learning Experience
Students will explore strategies to: manage and record their work; consider professional competence and being assessed; connect placement activities to the academic curriculum; manage time and workload and address placement challenges.
|
Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
|
Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
|
| Academic year 2024/25, Not available to visiting students (SS1)
|
Quota: 0 |
| Course Start |
Semester 1 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 22,
Seminar/Tutorial Hours 11,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
163 )
|
| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
Summative task
Written Assignment (2,000 word) - 100% weighting
The purpose of this assessment task is to provide an opportunity for you to demonstrate your learning on the course Community Learning 1: Developing Professional Identity.
This template sets out a range of questions designed to generate a narrative account of your learning; and invites you to describe how you will address your learning and development needs on the forthcoming placement.
The structure of the template provides an opportunity for critical reflection on your past experience and to demonstrate your understanding of the CLD professional role and identity in relation to the theoretical ideas and frameworks studied in the classroom sessions.
You are tasked to identify and discuss three theoretical concepts/ideas that have best informed your learning. In making these connections you are expected to cite and reference source literature to support your reflective statements. This could be specific reading material such as book chapters, articles, policy documents and reports as well as lecture notes.
The final question asks you to set out how you plan to develop your knowledge, skills and values on the forthcoming placement.
Formative Task
Students will receive regular feedback in classroom discussion. Students will also be asked to prepare a draft essay plan based on the template. Lecturing staff will deliver a session which focuses on the template and will also offer comment on essay plans. |
| Feedback |
Students will receive peer and tutor feedback on their professional CV, the potential relevance of their experience to date to the field of practice and how this might be developed and expanded upon in relation to CLD competencies |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Display an informed understanding of the ethics, values and professional role of educators in relation to professional interventions in the lives of young people, adults and communities.
- Demonstrate familiarity with the competences of the CLD Standards Council and display an understanding of the policy context which informs CLD practice.
- Assess experience and competence to date (pre placement) in relation to the CLD Standards Council competencies.
- Demonstrate an understanding of the varied debates about/pertaining to the nature of professional identity in Community Learning and Development.
- Recognise and understand contrasting theories of learning and reflect on these theories in relation to CLD practice settings.
|
Reading List
CLD Standards Council for Scotland (2017) A Code of Ethics for Community Learning and Development (CLD), Glasgow: CLD Standards Council for Scotland. Available at: https://cldstandardscouncil.org.uk/wp-content/uploads/Code_of_Ethics_2017.pdf (accessed: 24.7.2020)
CLD Standards Council for Scotland (2018) The Competent Practitioner Framework: Using the CLD Competences to Reflect, Develop and Progress, Glasgow: CLD Standards council for Scotland. Available at: https://cldstandardscouncil.org.uk/wp-content/uploads/CompetentPractitionerFramework.pdf (accessed: 24.7.2020)
Hawtin, M. & Percy-Smith, J. (2007) (2nd Edition) Community Profiling: A practical guide. Maidenhead: McGraw-Hill Education. (Available to download as e-book from University library)
Sercombe, H. (2010) Ethics and the idea of a profession. In Youth Work Ethics, pp. 7-14, London: Sage. (Available to download as e-book from University library)
Wenger-Trayner, E. and Wenger-Trayner, B. (2015) Introduction to communities of practice: A brief overview of the concept and its uses. Available at:
http://wenger-trayner.com/introduction-to-communities-of-practice/
Wood, J., Westwood, S. & Thompson, G. (2015) Preparation for practice Learning. In Youth Work: Preparation for practice, pp. 11-25, Abingdon: Routledge. |
Additional Information
| Graduate Attributes and Skills |
1) Academic Description
The notion of the student's development as a reflective practitioner will form the core focus of the course in terms of their professional skills. Differing understandings of the meaning of professionalism will be explored and their implications for the practice of community education will be considered. Students will draw on their experience as learners and practitioners to consider professional practice. Students will consider how their experience relates to the competencies required of a professional practitioner.
2) Indicative Content
What is Experience?
What is the Reflective Practitioner?
What is Professionalism?
What is Competence?
Auditing Professional Skills and producing a CV
3) Learning Experience
Students will be introduced to the placement process, reflecting on their experience to date and negotiating a placement option and a coherent programme of work. They will be introduced to a discussion board and techniques for beginning to develop a digital portfolio. They will explore strategies to:- manage and record their work; consider professional competence and being assessed; connect placement activities to the academic curriculum; manage stress and address placement challenges; and begin to develop presentation skills. |
| Keywords | Experience,Critical Reflection,Professionalism,Competence,Professional Practice |
Contacts
| Course organiser | Dr Paul Goldie
Tel:
Email: Paul.Goldie@ed.ac.uk |
Course secretary | Miss Eleanor Terry
Tel: (0131 6)51 6812
Email: eterry@ed.ac.uk |
|
|
University Homepage