Undergraduate Course: Reflecting on Professional Experience and Practice (Gaelic Medium Education) (EDUA10216)
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 (Year 3 Undergraduate) |
| Course type | Placement |
Availability | Not available to visiting students |
| SCQF Credits | 40 |
ECTS Credits | 20 |
| Taught in Gaelic? | Yes |
| Summary | This professional experience and practice course is designed to provide a coherent, conceptually challenging and practically supported professional experience: it is premised on a 'cognitive apprenticeship' model. Placed within a Gaelic-medium school from August, students will become authentic members of a school community. Students will be fully involved in the wider life of the schools , experiencing all stages. |
| Course description |
This model of professional experience and practice offers both depth of experience as well as breadth of opportunities. Students will experience teaching in 1 upper primary class in depth, providing them with the opportunity to understand progression in teaching and learning and develop meaningful and productive pedagogic relationships. Students will gain experience of teaching across the full spectrum of the curriculum, supported by school and university staff. Students will be provided with opportunities to experience and understand the wider complexities and demands of school life both in terms of the day-to-day and medium and longer-term pressures. Students will also work with other professionals both within their school context and beyond. This guided experience in other contexts will provide opportunities for students to make sense of the different professional relationships and practices that exist.
The sustained engagement with a school community will facilitate more in-depth critical reflection on practice on the part of students, and enable students to develop a more nuanced understanding of schools as complex social contexts to bring to their final year of study. During this placement students will develop the disposition for critical enquiry about professional practice. They will develop skills of enquiry in practice and in turn will develop their understandings of practice through enquiry, making meaningful connections between theory, research, policy and practice. Through their professional practice and supported placement activities, they will develop a deep and critical understanding of curriculum, pedagogy, professional pedagogical relationships, cultures and communities.
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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 2024/25, Not available to visiting students (SS1)
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Quota: 2 |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
400
(
Programme Level Learning and Teaching Hours 8,
Directed Learning and Independent Learning Hours
392 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
|
| Additional Information (Assessment) |
1. Teaching Practice Portfolio (3000 words approx) - 50%
2. Reflective Viva - presentation with questions from panel - 50% |
| Feedback |
Students will receive formative feed forward from University and School tutors during Cluster meetings and individual meetings. Students will be required to reflect upon formative comments and submit entries in their reflective journal indicating intended actions. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate a reflexive and reflective approach to practice and will be able to articulate a critically informed rationale for professional actions in practice
- Be able to recognise and explain the impact that physical, social, emotional and cognitive influences can have on learners and learning
- Describe and analyse links across theory, research, policy and practice by demonstrating an understanding of the importance of these links
- Learn for/with/from learners to value difference/diversity by demonstrate understanding of the nature of intersectionality and influence on inclusive practices and learning
- Demonstrate an understanding of the theoretical basis for practice of immersion/bilingual pedagogies
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Reading List
Bolton, G (2010) (3rd Edition) Reflective Practice: Writing and Professional Development. London: Sage. Cohen, Manion & Morrison ( 2010) (5th Edition) A guide to Teaching Practice. Oxon: Routledge Falmer Eaude, T. (2011) Thinking through pedagogy for primary and early years. Exeter: Learning Matters. Fisher R. (2005) Teaching Children to Learn. Cheltenham: Nelson Thornes
Hayes, D., Mills, M., Christie, P. & Lingard, B. (2006) Teachers & schooling making a difference: productive pedagogies, assessment and performance. New South Wales: Allen & Unwin
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Additional Information
| Graduate Attributes and Skills |
1. be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement
2. be able to work effectively with others, capitalising on their different thinking, experience and skills
3. seek and value open feedback to inform genuine self-awareness
4. be able to respond effectively to unfamiliar problems in unfamiliar contexts
5. be creative and imaginative thinker
6. be able to flexibly transfer their knowledge, learning, skills and abilities from one context to another
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| Keywords | primary,pedagogy,professional experience and practice,immersion education |
Contacts
| Course organiser | Miss Fiona Bowie
Tel: (0131 6)51 6429
Email: fiona.bowie@ed.ac.uk |
Course secretary | Dr Florenc Mene
Tel: (01316) 516449
Email: fmene@ed.ac.uk |
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