Module EFPM908 for 2019/0
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM908: Critical Reflection on Professional Practice
This module descriptor refers to the 2019/0 academic year.
Module Aims
The aim of this module is to enable you to reflect on your own development as an educator in relation to your professional learning and consider how that learning has impacted on your classroom practice. This module will introduce you to key theoretical perspectives on what it means to be a reflective practitioner and will provide you with an opportunity to create a portfolio of evidence demonstrating how your subject knowledge development has helped you to critically reflect on and revise your classroom practice.
On successfully completing the programme you will be able to: | |
---|---|
Module-Specific Skills | 1. demonstrate conceptual understanding of the nature of critical reflection 2. reflect, with critical awareness, on your own professional practice 3. demonstrate self-direction and originality in collecting, categorising and reflecting on relevant evidence of your own professional learning |
Discipline-Specific Skills | 4. demonstrate a systematic understanding of knowledge in your subject area 5. review and evaluate critically how your MA academic study has impacted on your own professional practice through close analysis of practice and theory |
Personal and Key Skills | 6. make sound judgements based upon critical reflection 7. critically reflect on your own practice and discuss the implications for future practice |
Module Content
Syllabus Plan
The primary aim of this module is to help you to construct and critically reflect on a portfolio of evidence in relation to your own professional practice. As such, most of the activities associated with this module relate to guided independent study. Whilst the precise contents of the syllabus may vary from year to year, guidance material will be available on the Exeter Virtual Learning Environment and will most likely contain resources designed to introduce you to:
- The key principles of reflective practice
- The reflective cycle and how that might be demonstrated in practice
- How to identify an element of professional practice and link this to your ongoing professional development, particularly in relation to the development of your subject knowledge.
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 |
---|---|---|
5 | 294 | 0 |
...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 | 5 | 5x 1hr online presentations which introduce and explore: a) The key principles of reflective practice and the reflective practice cycle b) How to construct a critical reflection on a portfolio |
Scheduled Learning and Teaching Activities | 1 | Tutor support (1 hour) |
Guided Independent Study | 7 | Completion of reflective tasks included in the online presentations |
Guided Independent Study | 60 | Reading of academic and professional literature |
Guided Independent Study | 110 | Collating of portfolio |
Guided Independent Study | 120 | Writing context for and critical reflection on portfolio |
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 |
---|---|---|---|
Literature Review (what does it mean to be a reflective practitioner?) | 1,500 words | 1-2;5-6 | Written feedback |
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 |
---|---|---|---|---|
Critical reflection on portfolio of professional practice | 100 | 6,000 words | 1-7 | Written feedback |
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 |
---|---|---|---|
Critical reflection on portfolio of professional practice | Critical reflection on portfolio of professional practice (6000 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.
Bassot, B. (2015) The Reflective Practice Guide . Routledge
Bolton, G. (2014) Reflective Practice: Writing and Professional Development . 4 th edition. Sage Publications Ltd.
Ghave, T. (2010) Teaching and Learning through Reflective Practice. 2 nd edition. Routledge.
Johns, C. (2004) Becoming a reflective practitioner. Oxford, UK ; Malden, MA : Blackwell
McGregor , D., and Cartwright, L. (2011) Developing reflective practice a guide for beginning teachers. Berkshire, England ; New York : Open University Press.
Pollard, A., Black-Hawkins, K., and Cliff Hodges, G. (2014) Reflective Teaching in Schools . 4 th revised edition. Bloomsbury Academic.
York-Barr, J et al (eds) (2006) Reflective practice to improve schools: an action guide for educators. Thousand Oaks, Calif, London: Corwin, SAGE.