ED4T005 - Reflective Practice – Developing Research and Enquiry to Become Agents of Change 01 Sep 2022 - 31 Aug 2027 | Version 2
Associated Module Information
| Module Code: | ED4T005 | ||
|---|---|---|---|
| Module Title: | Reflective Practice – Developing Research and Enquiry to Become Agents of Change | ||
| Faculty: | Faculty of Life Sciences and Education | ||
| Faculty Group: | ITE and Education Practice | ||
| Faculty Sub Group: | Initial Teacher Education | ||
| Module Leader: | Claire Pescott | ||
| Module Team: | Christopher Williams, Amanda Thomas, Catrin Devonald | ||
| First Intended Intake: | SEP 2022 | Final Year of Intake: | 2024 |
| Date Closed: | |||
| Credit Value: | 60 | Credit Level: | 7 |
| Language: | English | ||
| Percentage of Module Taught in Welsh: | 99 | ||
| Equivalent Module: | |||
| HECOS codes: | 100511 - primary teaching | ||
| HECOS Code Weighting: | 100 | ||
Document Version Information
| Version | 2 |
|---|---|
| Valid From | 01 Sep 2022 |
| Valid To | 31 Aug 2027 |
Module Aims
To refine and extend student teachers’ critical evaluation of the history of education and education policy in Wales up to the present day.
To extend a systematic and coherent body of knowledge within a cluster of primary curriculum Areas of Learning & Experience.
To encourage innovation and imagination through synthesis of previous skills and knowledge in a range of creative learning activities.
To refine and apply theories about classroom practice and pedagogy to student teachers’ own practice.
To further develop students’ understanding of the Twelve Pedagogical principles to include a deeper understanding of the social and psychological factors that influence learning.
To work collaboratively with others to contribute to the achievement of the descriptors for Qualified Teacher Status identified in the Professional standards for teaching and leadership (Welsh Government, 2017).
To review key curriculum policy documentation as part of critical reflection and consider implications for personal and professional practice.
To extend student teachers’ understanding of current educational issues in order to evaluate their impact on pupils’ learning and the raising of standards in primary schools.
To develop student teachers’ critical evaluation and use of educational research, and their own practical school experience, to further establish links between research, theory and practice in learning contexts.
To address the challenges associated with curriculum design and how this will be assessed and the importance of tailoring this in order to meet the needs of learners.
Content Summary
This module focuses on developing student teachers’ inquiry, critical evaluation and reflection upon the following:
• Theories and research about pedagogy and human development, including implications for a student teacher’s professional identity, values and ethos.
• The history of education and of education policy in Wales.
• The aims purposes and organisation of other education settings (e.g. Early Years settings, Pupil Referral Units), which may impact upon learners’ transition.
• Current legislation, including an understanding of the Curriculum Cymreig and Welsh language requirements.
• The various and competing requirements of teacher practice, including engaging meaningfully and constructively with reform.
• The impact of signature pedagogies and the application of pedagogical principles to build pedagogical content knowledge and technological pedagogical content knowledge.
• The diverse and changing nature of the school population in Wales and the relevance of this to teaching and learning.
• The complex influences of personal, social and cultural factors on teachers and learners.
• Effective evidence-based strategies, including curriculum design and planning, to meet the needs of all learners from diverse cultural, linguistic, religious and socio-economic backgrounds to ensure equity.
• Effective, evidence-based strategies for communicating assessment and other performance data appropriately to learners, their parents/carers and teaching colleagues.
• Effective, evidence-based strategies to utilise literacy and numeracy skills, knowledge and understanding to support and develop learners’ understanding of other areas of learning.
• Effective, evidence-based strategies to utilise digital competence, knowledge and understanding to support and develop learners’ understanding of their learning.
• Theories of managing the learning environment to support learners to make effective progress.
• Critical theoretical knowledge, understanding and practical skills to select, use and ‘blend’ a wide range of innovative teaching approaches and materials, driven by the Pedagogical Principles of the new curriculum, to stimulate, support and challenge all learners.
• Collaborating with colleagues to improve outcomes for learners.
• The systematic use of data to evaluate impact and effectiveness of learning experiences and to inform future planning.
• The use of school, regional and national data and research evidence to inform action inquiry, considering the way that teachers critically reflect to develop their classroom practice and impact upon wider school improvement.
Learning and Teaching Methods
| Activity Type | Hours |
|---|---|
| Lecture | 48 |
| Seminar | 68 |
| Tutorial | 8 |
| Project supervision | 48 |
| External visits | 8 |
| Independent Study | 380 |
| Directed Study | 32 |
| Formative Assessment - Scheduled | 8 |
| Total Hours Selected | 600 |
Learning Outcomes
| # | Learning Outcome |
|---|---|
| LO1 | Critically review an aspect of an existing school development plan to further support school development, taking account of appropriate data sets and wider Welsh Government requirements. |
| LO2 | Critically review and evaluate research and effective evidence-based pedagogical approaches, including the use of digital technologies, to enhance learning and teaching and to meet the needs of all learners. |
Module Requisites
N/A
Assessment Criteria
| Assessment Category | Assessment Type | Description | Duration | Word Count | Weight (%) | Best of? | Pass Mark |
|---|---|---|---|---|---|---|---|
| Asynchronous Assessment | Practical Coursework 1 (Asynch) | E-book detailing critical reflections on research, theory and practice in learning and teaching linked to the school improvement plan Critically reflective close-to-practice project that documents and evaluates a range of evidence and experiences | 0 | 5000 | 50 | No | 40 |
| Asynchronous Assessment | Portfolio 1 | Portfolio of article reviews Essays exploring research and evidence-based approaches focused on three journal articles and an over-arching summary linking them together | 0 | 5000 | 50 | No | 40 |
Assessment Matrix
| Assessment Type | Learning Outcomes | ||
|---|---|---|---|
| LO1 | LO2 | ||
| Practical Coursework 1 (Asynch) | ✘ | ✔ | |
| Portfolio 1 | ✔ | ✔ | |