Module EFPM918 for 2021/2
- Overview
- Aims and Learning Outcomes
- Module Content
- Indicative Reading List
- Assessment
Postgraduate Module Descriptor
EFPM918: Reflecting on Educational Practices
This module descriptor refers to the 2021/2 academic year.
Module Content
Syllabus Plan
Whilst the module’s precise content may vary from year to year, and depending on your particular specialism focus, it is envisaged that the syllabus will cover some or all of the following key areas:
- Models of reflection
- Personal development planning
- Learning from experience
- The key principles of reflective practice
- Values and professionalism in the workplace
- Key themes in education practice
- Ethics in the workplace
- Linking theory to practice
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 |
|---|---|---|
| 30 | 240 | 30 |
...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 | 30 | 30 hours of seminar/workshop/lecture/tutorials sessions, including introductory lecture in term 1 |
| Placement/study abroad | 30 | 30 hours experience of educational practice |
| Guided Independent Study | 100 | Directed study (e.g. locating an opportunity to experience practice, preparatory module paperwork, keeping a critical reflective log, completing seminar tasks, seminar preparation) |
| Guided Independent Study | 100 | Preparing for assignments |
| Guided Independent Study | 40 | Independent reading |
Online Resources
This module has online resources available via ELE (the Exeter Learning Environment).
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. London: Routledge
Brookfield, S. (1994) ‘Tales from the dark side: a phenomenology of adult critical reflection’, International Journal of Lifelong Education, 13 (3) pp.203-216. doi: 10.1080/0260137940130303
Crebert*, G., Bates, M., Bell, B., Patrick, C.J. and Cragnolini, V., (2004). Developing generic skills at university, during work placement and in employment: graduates' perceptions. Higher Education Research & Development, 23 (2), pp.147-165.
*Kara, H. (2015). Creative research methods in the social sciences: A practical guide. Policy Press.
Kolb, D. (1984), ‘Experiential Learning: Experience as a Source of Learning and Development.’ PHI..
*Moon, J., (2006), Learning Journals: A Handbook for Reflective Practice and Professional Development, Routledge.
Owen, S.M. and Stupans, I., (2009). Experiential placements and scaffolding for reflection. Learning in Health and Social Care, 8 (4), pp.272-281.
