University of the West of England

MODULE SPECIFICATION

(Revised October 2005)

Code:

UTLGJ4-30-M

Title:

Beginning a Career: reflective practice for Newly Qualified Teachers

Version:

3

Level:

M

UWE Credit Rating:

30

ECTS Credit Rating:

15

Module Type:

Standard

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 Ed (Early Years); MA Ed (RAICS); MA Ed (SEN); PG Dip Education; PG Dip Ed (Early Years); PG Dip Ed (RAICS); PG Dip Ed (SEN); PG Cert Education; PG Cert Ed (Early Years); PG Cert Ed (RAICS); PG Cert Ed (SEN).

Pre-requisites:

  

Co-requisites:

  

Excluded Combinations:

  

Learning outcomes:

On completion of this module successful participants will:

    • have undertaken an induction support programme for Newly Qualified Teachers (NQTs) (Comp A);

    • have utilised their Career Entry and Development Profile to support the identification of their professional development needs from Transition Point 1 to Transition Point 3, with clear reference to the DfES Induction Standards for NQTs (Comp A);

    • have collected and critically reflected upon a range of evidence about progression through their induction year (Comp A);

    • show critical awareness of how to identify and evaluate classroom evidence and to use this evidence to inform their teaching development (Comp A);

    • be able, on the basis of critical reflection and evidence, to plan effectively for associated action (Comp A);

    • have identified their support needs as an NQT and show awareness of where and how to access support as a teacher, including the use of a critical friend in the process of development (Comp A);

    • be able, as critical and reflective practitioners, to write a reflective commentary on their professional learning through the induction period, with reference to the relationship between theory and practice in complex situations (Comp A);

    • engage confidently in academic and professional communications with others, reporting on action clearly, autonomously and competently, including the capacity to communicate the processes and outcomes of their learning (Comp A).

Syllabus outline:

The ‘syllabus’ for the induction year is shaped by the DfES Induction Standards for NQTs, building upon the Qualified Teacher Status Standards set out in ‘Qualifying to Teach’. Priority areas for development will relate to the particular strengths and weaknesses of individual NQTs, but will encompass issue to do with professional values and practice; knowledge and understanding; and teaching.

Teaching and learning methods:

School-based induction support, use of structured portfolio guidance, complemented by support workshops, online guidance and electronic tutorials.

Indicative Sources

All participants will be encouraged to make full use of the print and electronic resources available to them through membership of the university. These include a range of electronic journals and a wide variety of resources available through websites and information gateways. The university Library web pages provide access to subject relevant resources and services, and to the library catalogue. All resources can be accessed from outside the university.

(The following texts are indicative of reading to support students through their first year of teaching)

BLEACH K (2000) The Newly Qualified Secondary teachers Handbook London: David Fulton Publishers Ltd.

BUBB S (2003) A Newly Qualified teachers Manual London: David Fulton Publishers Ltd.

CHEMINAIS R (2000) Special Educational Needs for Newly Qualified and Student Teachers London: David Fulton Publishers Ltd.

HAYES D (2000) The Handbook for Newly Qualified Teachers London: David Fulton Ltd.

HAYES D (2003) Planning, Teaching and Class Management in Primary Schools London: David Fulton Publishers Ltd.

GARNER P & DAVIES J D (2001) Introducing Special Educational Needs London: David Fulton Publishers Ltd.

KENWARD H (2001) An Induction Manual for Newly Qualified and Returning Teachers London: David Fulton Publishers Ltd.

ROFFEY S (2004) The New Teacher’s Guide Survival Guide to Behaviour London: Paul Chapman Publishing.

SIMCO N (2003) Succeeding in the Induction Year Exeter: Learning Matters Ltd.

Tickle L (1994) The Induction of New Teachers Reflective Professional Practice London: Cassell.

Websites such as www.gtce.org.uk and www.emerge.org.uk
    

Assessment

Weighting between components A and B (standard modules only) A: B:

ATTEMPT 1

First Assessment Opportunity

Component A 100%

Description

A structured portfolio equivalent to 5000 words including a reflective commentary of no less than 2,500 words, associated evidence and a witness statement of authenticity by the school-based Induction Tutor.

Criteria:

A: Conceptual Domain (Core)

LM: The assignment demonstrates that the student can use and organise 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 showing the ability to synthesise and/or transform ideas in the process of developing an argument.

C: Contextual Domain

LM: The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

G: Action Domain

LM: 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, critically evaluating professional development needs and/or outcomes.

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

Component A 100%

Description

A structured portfolio equivalent to 5000 words including a reflective commentary of 2500 words, associated evidence and a witness statement of authenticity by the school-based Induction Tutor.

Criteria:

A: Conceptual Domain (Core)

LM: The assignment demonstrates that the student can use and organise 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 showing the ability to synthesise and/or transform ideas in the process of developing an argument.

C: Contextual Domain

LM: The assignment demonstrates that the student has an awareness of the significance of relevant contextual factors (eg personal, locational, historical, political etc) influencing the area of study and is able to critically engage with the contextual significance.

G: Action Domain

LM: 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, critically evaluating professional development needs and/or outcomes.

SECOND (OR SUBSEQUENT) ATTEMPT: Attendance at taught classes is/is not required.

Specification confirmed by …………………………………………Date …………………………

(Associate Dean/Programme Director)

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