Registry
Module Specifications
Archived Version 2007 - 2008
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| Module Aims | |||||||||||||||||||||||||||||||||
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· To allow students engage in a substantial period of guided work-based teaching /facilitation practice
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| Learning Outcomes | |||||||||||||||||||||||||||||||||
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On completion of this module students will be able to: · Completely observe and describe the key interactions in a learning situation · Understand and explain the link between laboratory skills practice and classroom implementation Demonstrate in the work-based practice situation a high level of competence in planning, implementing, assessing and evaluating their teaching/facilitation of learners | |||||||||||||||||||||||||||||||||
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| NOTE | |||||||||||||||||||||||||||||||||
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Assume that a 10 credit module load represents approximately 150 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module. | |||||||||||||||||||||||||||||||||
| Indicative Syllabus | |||||||||||||||||||||||||||||||||
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The student engages in work-based teaching/ training practice, which would include observation and reflection by student on work-based teaching/ training practice. It would involve critical reflection on the practical application of theory introduced from other modules, such as the Teacher/Facilitator as Reflective Practitioner, Microteaching skills and Classroom Observation Skills, in teaching/ training practice. It would culminate in the demonstration of acquisition of teaching/facilitation skills in episodic teaching environment, which involves preparation, implementation and evaluation of a teaching session. | |||||||||||||||||||||||||||||||||
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| Indicative Reading List | |||||||||||||||||||||||||||||||||
| Essential:Joyce, B & Weil, M(1996) Models of Teaching Allyn and BaconCohen, L , Mannion, R., Morrisson, K. (1996) A Guide to Teaching Practice (4th ed) London. RoutledgeGood & Brophy (1996) Looking in Classrooms (6th ed) New York: Harper RowSlavin, R 91994) Education Psychology Theory and Practice Boston. Allen and BaconMcIntyre & McLeod (1997) Investigations of Microteaching London: Addison WesleyAllen, D & Ryan K. (1969) Microteaching London: Addison WesleyCurzon, L.B. (1997) Teaching in Further Education (5th ed) London: CassellSupplementaryMaykut, P and Moorehouse, R (1994) Beginning Qualitative Research: A Practical Guide London: Falmer PressGoodlad S, and Hirst, B. (ed) Explorations in Peer Tutoring, Basil BlackwellBrown, A. and Dowling, Pl (1998) Doing Research/Reading Research: A Mode of Integration for Education London: Falmer Press | |||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||
| ET | BSc in Education & Training | ||||||||||||||||||||||||||||||||
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