Postgraduate Module Descriptor

EFPM150: Aspirational Practice for Early Career Teachers

This module descriptor refers to the 2019/0 academic year.

Module Aims

The module aims to:

  • develop further your understanding of good pedagogy
  • explore your own resilience in teaching
  • enable you to further develop your own good practice in key areas of your choice
  • consider government policy and recent initiatives in education
  • develop your critical reflection skills to further improve your practice
  • maximise your early career experience and aspirations

Intended Learning Outcomes (ILOs)

This module's assessment will evaluate your achievement of the ILOs listed here - you will see reference to these ILO numbers in the details of the assessment for this module.
On successfully completing the programme you will be able to:
Module-Specific Skills1. demonstrate a critical understanding of the nature of learning and teaching;
2. demonstrate a critical understanding of aspects of educational theory and policy and educational initiatives;
Discipline-Specific Skills3. critically reflect upon and evaluate your own pedagogical approach to develop your own practice;
4. critically appraise the module content in order to question and inform your own professional practice;
Personal and Key Skills5. synthesise and organise ideas to present an argument;
6. undertake both directed and independent study to recognise, justify and analyse key ideas in the literature and relate to practice;
7. engage in critical reflective debate.

Indicative Reading List

This reading list is indicative - i.e. it provides an idea of texts that may be useful to you on this module, but it is not considered to be a confirmed or compulsory reading list for this module.

Beltman, S, Mansfield C, and Price, A (2011). "Thriving not just surviving: A review of research on teacher resilience." Educational Research Review 6(3), 185-207.

Brookfield, S. (1995) Becoming a Critically Reflective Teacher. San-Francisco: Jossey-Bass.

Evans, C. & Waring, M. (2009) The Place of Cognitive Style in Pedagogy: Realising Potential in Practice in: L. F. Zhang and R. J. Sternberg (Eds.) Perspectives on Intellectual Styles (pp. 169-208). New York: Springer.

Eraut, M. (2007) Learning from other people in the workplace. Oxford Review of Education, 33(4), 403-422.

Gu, Q. and Day, C., (2013). Challenges to teacher resilience: Conditions count. British Educational Research Journal, 39(1), 22-44.

Hattie, J. (2012) Visible Learning Inside Chapter 1 (pp. 1-21) in: J. Hattie: Visible Learning for Teachers. Maximizing impact on learning. London: Routledge

St Clair-Thompson, H., Overton, T., & Botton, C. (2012)  Information processing: a review of implications of Johnstone’s model for science education. Research in Science and Technological Education, 28(2), 131-148.

Tripp, D. (1993) Critical Incidents in Teaching: Developing Professional Judgement. Oxford: RoutledgeFalmer.

 

Waring, M., & Evans, C. (2014) Understanding Pedagogy: Developing a Critical Approach to Teaching and Learning. London: Routledge

 

Yandell, J., & Turvey, A. (2007) Standards or communities of practice? Competing models of workplace learning and development. British Educational Research Journal, 33(4), 533-550.