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: | |
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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 |
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.