Module EFPM150 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
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
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. 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 Skills | 3. 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 Skills | 5. 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. |
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following key areas:
- Building your own resilience and working in communities of practice
- Develop strategies to fortify you for a long career in teaching
- Exploring your own teaching beliefs, values and what it means to be a professional teacher
- Using reflective tools with colleagues to enhance self-regulatory practice
- Interpreting research and the use of research methods within the classroom context
- Understanding your position within the school context
- Consideration of your potential for continued professional development and aspirations
- Understanding what constitutes good learning and teaching: promoting engagement and authentic learning experiences
- Engaging in creative approaches to enable and facilitate progression of pupils’ learning
- Enhance your understanding of how to use informal learning to improve pupils’ educational development
- Better understanding of and use of assessment practice
- Promoting student autonomy
- Embracing diversity – inclusive classroom (being responsive to need: matching the needs of learners and supporting pupils in developing self-regulatory skills).
- Managing the learning environment (how to organise the classroom environment – groupings of students and relevance of task to organisational groupings; behaviour management as an integral element of planning and delivery; developing personal and group relationships; etc.)
Learning and Teaching
This table provides an overview of how your hours of study for this module are allocated:
Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
---|---|---|
12 | 288 |
...and this table provides a more detailed breakdown of the hours allocated to various study activities:
Category | Hours of study time | Description |
---|---|---|
Scheduled Learning and Teaching Activities | 12 | Face-to-face 6 x 2 hour sessions including seminars and small group tutorials (Blended) held over two days with equivalent on-line provision for distance students (Distance) |
Guided Independent Study | 20 | Directed study: preparatory work for taught sessions including directed reading tasks |
Guided Independent Study | 67 | Reading related to formative and summative assignments and topics discussed in the module |
Guided independent study | 56 | Independent Study using online directed tasks to study key aspects of teaching and learning |
Guided independent study | 125 | Work based learning: Planning, teaching and assessment related to aspects of your practice that you wish to improve. |
Guided Independent study | 20 | Contributions to online discussions |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
How this Module is Assessed
In the tables below, you will see reference to 'ILO's. An ILO is an Intended Learning Outcome - see Aims and Learning Outcomes for details of the ILOs for this module.
Formative Assessment
A formative assessment is designed to give you feedback on your understanding of the module content but it will not count towards your mark for the module.
Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|
Review of literature | 1,500 words | 1-7 | Verbal from tutor and peers |
Summative Assessment
A summative assessment counts towards your mark for the module. The table below tells you what percentage of your mark will come from which type of assessment.
Coursework | Written exams | Practical exams |
---|---|---|
100 | 0 | 0 |
...and this table provides further details on the summative assessments for this module.
Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
---|---|---|---|---|
Case Study of own practice (portfolio) with critical reflection | 100 | 6,000 words | 1-7 | Written |
Re-assessment
Re-assessment takes place when the summative assessment has not been completed by the original deadline, and the student has been allowed to refer or defer it to a later date (this only happens following certain criteria and is always subject to exam board approval). For obvious reasons, re-assessments cannot be the same as the original assessment and so these alternatives are set. In cases where the form of assessment is the same, the content will nevertheless be different.
Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
---|---|---|---|
Case Study of own practice (portfolio) with critical reflection | 6,000 words | 1-7 | 6 weeks |
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.