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Module Title |
Reflective Work-based Practice
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Module Code |
ES210
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School |
School of Education Studies
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Online Module Resources
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| Module Co-ordinator | Dr Charlotte Holland | Office Number | CA106 |
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Level |
2
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Credit Rating |
10
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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The aim of this module is to allow students engage in a substantial period of work-based tutoring, training and/ or facilitation practice
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Learning Outcomes
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| On successful completion of this module the learner will be able to… |
- Observe and critically review the planning, delivery, assessment and evaluation of work-based learning episode/s
- Plan and deliver work-based learning episode/s
- Demonstrate a high level of competence in planning, assessing and evaluation of the teaching/ facilitation of learners for a work-based scenario
- Compare and contrast models and techniques used for reflective practice (such as Schon or Driscoll Models of reflective practice/ Structured Reflection)
- Identify gaps in own professional practice and suggest ways of improving own professional practice
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Indicative Time Allowances
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Hours
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Lectures |
0
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Tutorials |
0
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
150
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Total |
150
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Placements |
72
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Assignments |
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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.
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Indicative Syllabus
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Theme 1
The student engages in work-based tutoring/ training practice, which would include observation and reflection by student on work-based tutoring/ training practice. It would involve critical reflection on the practical application of theory introduced from other modules, such as the Tutor/Facilitator as Reflective Practitioner, Microteaching skills and Classroom Observation Skills, in tutoring/ training practice. It would culminate in the demonstration of acquisition of tutoring/facilitation skills in episodic learning environment, which involves preparation, implementation and evaluation of a tutoring session.
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Theme 2
Theory of Reflective Practice - Schon/ Driscoll --- Exploration of Korthagen Model of Teacher Education
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Theme 3
Theory of Professional Practice - Explorations of the concept of Professional/ Profession/ Professionalism and how these might relate to professional practice. -- Theory of Ongoing professional Development - Rationale for Continuing Professional Development/ Role of Reflective Practice in CPD
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Theme 4
Portfolio Preparation - Planning (Lesson plans/ Learner needs analysis/ Content and Resource development), Delivery (Teaching strategies/ Classroom Mediation), Assessment (Modes of Assessment) and Evaluation.
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Theme 5
Critical Reflection, critical anaysis and critical writing
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| Assessment | | Continuous Assessment | 100% | Examination Weight | 0% |
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Indicative Reading List
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| Recommended Book Resources |
- Joyce, B & Weil, M 1996, Models of Teaching Allyn and Bacon
- Cohen, L , Mannion, R., Morrisson, K. 1996, A Guide to Teaching Practice (4th ed) London. Routledge
- Good & Brophy 1996, Looking in Classrooms (6th ed) New York: Harper Row
- Slavin, R 1994, Education Psychology Theory and Practice Boston. Allen and Bacon
- McIntyre & McLeod 1997, Investigations of Microteaching London: Addison Wesley
- Curzon, L.B. 1997, Teaching in Further Education (5th ed) London: Cassell
- Maykut, P and Moorehouse, R 1994, Beginning Qualitative Research: A Practical Guide London: Falmer Press
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| Supplementary Book Resources |
- Brown, A. and Dowling, Pl 1998, Doing Research/Reading Research: A Mode of Integration for Education London: Falmer Press
- Goodlad S, and Hirst, B. (eds), Explorations in Peer Tutoring, Basil Blackwell
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Programme or List of Programmes
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| ET | BSc in Education & Training |
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