Education Placement Module
| Module title | Education Placement Module |
|---|---|
| Module code | EFPM909 |
| Academic year | 2020/1 |
| Credits | 30 |
| Module staff | Professor Alison Black () |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 1 | 10 |
| Number students taking module (anticipated) | 30 |
|---|
Module description
This module allows you the unique opportunity to take up a relevant placement and to use this as an opportunity for personal, professional and academic development. The module will provide you with the tools to reflect critically upon your placement. You will also be encouraged to reflect on your learning in your placement and to consider how this relates to the wider issues, processes, practices, policies and theoretical ideas that you have explored in your academic study. This module thus strongly supports you in connecting theory and practice.
The placement may be physically in a place of work; in a virtual place of work; or based on curated online activities. You will have the opportunity to search for your own physical/virtual placement, and support in this process may be available from a placement support officer. If you are on a particular specialism (such as the MA Education: SEN or Creative Arts) you may be supported in approaching an appropriate setting. For students on other programmes it is not expected that placements will take place in the formal school setting. Students are encouraged to think about the variety of settings where education might occur and to consider placements which will challenge their existing assumptions, perspectives and skill sets.
The module involves two parts: a placement and a series of lectures and seminars focusing on critical reflection, experiential learning and professional development within education. There are no pre-requisites to this module. You may require Disclosure and Barring Service clearance in order to participate in certain placements which will incur a cost. Please see information on DBS here: https://www.exeter.ac.uk/dbs/request/.
Module aims - intentions of the module
The principal aims for this module are:
- To support and develop your skills as a critically reflective and professional observer
- To provide experience as a means of supporting the development of knowledge and skills in practice
- To critically explore and problematise the issues and challenges professionals face in real-life education settings
- To enrich your existing experience of professional settings and your understanding of the places where education might take place
- To develop your understanding of experiential learning and what it means to learn through reflection
- To develop employment related skills which will prepare you for future work in the field
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Gather relevant practical data and critically analyse it for purposes of reflection
- 2. Demonstrate ethical professional practices
- 3. Critically reflect on your experience and observations and develop a comprehensive and sophisticated argument about what you learnt in relation to theory and policy
- 4. Demonstrate detailed knowledge and understanding of: key themes in education practice; areas of interest to you; and their enactment.
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 5. Construct organised, structured, critically reflective and analytic writing
- 6. Critically engage with relevant sources of literature and current debates in education
- 7. Reflect on and problematise theory, practice and/or policy with regards to the placement experience
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Demonstrate independent learning, self-management and organisation
- 9. Critically reflect on your own practice and discuss the implications for future practice
- 10. Demonstrate oral and written communication skills
Syllabus plan
Whilst the module’s precise content may vary from year to year, and depending on your particular specialism focus, it is envisaged that the syllabus will cover some or all of the following key areas:
- Preparing for your placement
- Personal development planning
- Learning from experience
- The key principles of reflective practice
- Values and professionalism in the workplace
- Key themes in education practice
- Ethics in the workplace
- Linking theory to practice
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 30 | 240 | 30 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 30 | 30 hour seminar/workshop/lecture sessions, including introductory lecture in term 1 |
| Placement | 30 | 30 hours in an experiential placement |
| Guided Independent Study | 100 | Directed study (e.g. locating a placement, placement paperwork, keeping a critical reflective log, completing seminar tasks, seminar preparation) |
| Guided Independent Study | 100 | Preparing for assignments |
| Guided Independent Study | 40 | Independent reading |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written reflective account | 1,000 words | 4-10 | Written tutor and peer feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 70 | 0 | 30 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Individual presentation | 30 | 10 minutes + 5 minutes questions (1500 words) | 1-2, 4, 6-8,10 | Written tutor feedback |
| Written assignment based on themes drawn from placement | 70 | 5,000 words | 1-3, 5-6, 8-10 | Written tutor feedback |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Individual presentation | Submission of written script and slides for presentation (1500 words) | 1-2, 4, 6-8, 10 | 6 weeks |
| Written assignment based on themes drawn from placement | Written assignment based on themes drawn from placement. (5000 words) | 1-3, 5-6, 8-10 | 6 weeks |
Indicative learning resources - Basic reading
Basic reading:
Bassot, B. (2015) The Reflective Practice Guide. London: Routledge
Brookfield, S. (1994) ‘Tales from the dark side: a phenomenology of adult critical reflection’, International Journal of Lifelong Education, 13 (3) pp.203-216. doi:10.1080/0260137940130303
Crebert*, G., Bates, M., Bell, B., Patrick, C.J. and Cragnolini, V., 2004. Developing generic skills at university, during work placement and in employment: graduates' perceptions. Higher Education Research & Development, 23(2), pp.147-165.
*Kara, H. (2015). Creative research methods in the social sciences: A practical guide. Policy Press.
Kolb, D. (1984), ‘Experiential Learning: Experience as a Source of Learning and Development.’ PHI, New Jersey.
*Moon, J., (2006), Learning Journals: A Handbook for Reflective Practice and Professional Development, Abingdon: Routledge.
Owen, S.M. and Stupans, I., 2009. Experiential placements and scaffolding for reflection. Learning in Health and Social Care, 8(4), pp.272-281.
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 25/05/2018 |
| Last revision date | 09/09/2020 |