Bristol UWE - Module specification: PROFESSIONAL NATURE OF TEACHING

University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:	UTLGH6-30-3
Title:	Professional Nature of Teaching
Version:	3
Level:	3
UWE credit rating:	30
ECTS credit rating:	15
Module type:	Project
Owning Faculty:	Social Sciences and Humanities
Field:	Secondary Education and Lifelong Learning
Field Leader:
Valid from:	September 2008
Discontinued from:
Contributes towards:	MA Education, MA Education (RAICS), MA Education (SEN), MA Education (Early Years)
Pre-requisites:	NA
Co-requisites:	NA
Excluded combinations:	NA

Learning outcomes:

On successful completion of this module, participants will demonstrate:

• capacity to explore and analyse their knowledge and understanding of the subject(s) they are trained to teach in the school sector in relation to their professional practice;

• commitment to raising the educational achievement of all their pupils;

• understanding of relationship between theory and practice of teaching across the age and ability range for which they are trained to teach in the school sector;

• knowledge and understanding of the values, aims and purposes and the general teaching requirements set out in relevant curriculum documentation;

• the capacity to evaluate and analyse the setting of challenging teaching and learning objectives relevant to all pupils in their classes;

• ability to monitor reflectively and assess analytically as they teach, giving immediate and constructive feedback to support pupils as they learn;

• ability to contribute to and share responsibility in, the corporate life of schools;

• improvements in teaching as a result of evaluation, learning from the effective practice of others and from evidence;

• the ability to organise and present ideas and information coherently;

• the ability to communicate effectively, including the capacity to communicate the processes and outcomes of their learning.

Syllabus outline:

The module content will include:

• professional values and practice for teachers

• subject knowledge and understanding

• planning, expectations and targets

• monitoring and assessment

• teaching and class management

Teaching and learning methods:

Learning approaches will be negotiated between the student and the supporting tutor.

Indicative sources:

BECTA –www.becta.org.uk

BARBER, M., (1997) 2^nd edition The Learning Game London: Indigo.

BRANFORD, J. How People Learn: Brain, Mind Experience & School London: National Academy Press.

KYRIACOU, C. (1997) Effective Teaching in Schools London: Nelson Thorne.

MACGILCHRIST, B. MYERS, K. & REED, J. (1997) The Intelligent School London: Paul Chapman.

MOYLES, J. (Ed) (2002) Beginning Teaching: Beginning Learning, Milton Keynes, Open University Press.

POLLARD, A. (1997) 3^rd edition Reflective Teaching in the Primary School London: Cassell.

POLLARD, A. & TRIGGS, P. (1997) Reflective Teaching in the Secondary School London: Cassell.

RAYNOR, S. & RICHING, R. (1998) Cognitive Styles and Learning Strategies, London: David Fulton.

RIDING, R. (2002) School Learning and Cognitive Styles London: David Fulton.

SCHON, D. (1983) The Reflective Practitioner: How Professionals Think in Action, New York: Basic Books.

ASSESSMENT

First Assessment Opportunity

Component A 100%

Written assignment of 4000-5000 words relating to issues of teaching and learning addressed in the module.

AL3 Conceptual Domain (Core)

The assignment demonstrates that the student can organise and use coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories.

BL3 Literature Domain

The assignment demonstrates that the student can reference appropriate literature and utilise it in the development of analysis and discussion of ideas.

GL3 Action Domain

The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace and use reflection to develop personal theory and refine professional practice, with due regard to issues of equity and social justice, appraising professional development needs and/or outcomes.

Second Assessment Opportunity (further attendance at taught classes is/is not required)