Postgraduate Course: Preparing for Teaching1: Early and First Level Education (Early Years) (EDUA11285)
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) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| 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. |
| Course description |
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.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
| Additional Costs | 0 |
Course Delivery Information
| Not being delivered |
Learning Outcomes
On completion of this course, the student will be able to:
- Demonstrate and work with sociological, psychological, philosophical and pedagogical knowledge as it relates to schooling, childhood, child development and early years education.
- Demonstrate critical understanding of Scottish education and current policy developments as they relate to early years practice.
- Demonstrate critical awareness of social justice issues in Scottish education and early years practice.
- Apply critical analysis, evaluation and synthesis to complex professional issues.
- Demonstrate effective interactions with peers and faculty to enable a community of enquiry and professional learning.
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Reading List
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.; BlackHawkins, 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. |
Additional Information
| Graduate Attributes and Skills |
Not entered |
| Keywords | PGDE primary education |
Contacts
| Course organiser | Ms Claire Hornby
Tel: (0131 6)51 6410
Email: Claire.Hornby@ed.ac.uk |
Course secretary | Miss Rebekah Cathcart
Tel:
Email: rcathca3@ed.ac.uk |
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