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.
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.
