Wider Practice and Professional Development
| Module title | Wider Practice and Professional Development |
|---|---|
| Module code | EDX2003 |
| Academic year | 2022/3 |
| Credits | 30 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 11 | 11 | 10 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This level 5 module links closely with three co-requisite modules: Learning, Teaching and Assessment (level 4), Wider Curriculum and Society (level 5) and Theories of Learning and of Managing Behaviour (level 5). This module focuses on notions of professionalism and wider professional practice enabling critical examination of professional conduct, accountability, quality assurance and improvement, and the wider context of teaching. You will critically evaluate your professional and personal development and plan future development.
Throughout your training you will compile a Portfolio that contains evidence of achieving the professional standards for teachers and trainers required by the Education and Training Foundation for recommendation for the Qualified Teacher learning and Skills (QTLS). Successful completion of all four modules leads to the award of Certificate in Education (Further Education).
Your training will be delivered using elements of the Exeter Model of Initial Teacher Education, widely recognised as an exemplary framework for teacher education.
Module aims - intentions of the module
This module aims for you to be able to:
- understand the wider context of education;
- reflect critically on your own teaching and learning;
- evaluate your own professional development.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. investigate the range of roles and responsibilities of a teacher in the Further Education and Skills sector;
- 2. demonstrate a knowledge and understanding of issues of professional conduct and accountability;
- 3. analyse systems of quality assurance and improvement;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. recognise learners needs and interpret these learning needs in order to successfully plan, teach, assess and evaluate lessons and schemes of work;
- 5. engage in debate about current educational issues drawing on evidence from theory, research and practice;
- 6. evaluate the relevance of educational theory to practice;
- 7. compare relevant educational literature and use research data in support of an argument;
- 8. evaluate your personal professional learning and teaching against the Minimum Core;
- 9. demonstrate the ability to plan your future professional development needs;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. demonstrate continued development through breadth of teaching practice;
- 11. evaluate access and progression in teaching practice;
- 12. manage your own learning and development, with some guidance;
- 13. learn effectively and be aware of your own learning strategies, with some guidance;
- 14. work productively in different kinds of teams (formal, informal, project based, etc.);
- 15. think creatively about the main features of a given problem and develop strategies for its resolution;
- 16. express ideas and opinions , to a variety of audiences for a variety of purposes.
Syllabus plan
The module introduces you to current thinking in Wider Practice and professional Development in the context of teaching your chosen subject in the Further Education Sector. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Teaching roles, responsibilities, contexts and breadth of practice in the Further Education and Skills sector.
- Concepts of professionalism, core professional values and dual professionalism for teachers in this sector.
- Theories, principles and models of reflective practice and continuing personal and professional development and how these support own development as an autonomous learner.
- Identifying CPD needs, including literacy, numeracy and ICT, and opportunities for development and evaluating the impact on own practice.
- Implications and impact of government policies on teaching and learning in this sector.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 60 | 60 | 180 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 60 | Includes group sessions, group tutorials/meetings, VLE interactions, individual tutorials and mentor meetings including discussion about professional learning |
| Guided Independent Study | 60 | Self-directed reading related to assignment submission and classroom practice |
| Placement | 180 | A range of learning activities including: classroom observations and teaching; written critical reflection on progress towards achieving the required professional standards; and written action plans for further development. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written and oral critical reflection on professional learning | Continuous assessment of professional learning throughout the programme. | 8-14 | Verbal feedback; written feedback and action points agreed with tutor for developing teaching practice using the relevant Professional Standards and the Minimum Core. |
| Generic assessment: meeting the minimum teaching practice requirements | Continuous assessment of professional learning throughout the programme. | 1-7, 9, 15, 16 | As above , including verbal and written feedback on two teaching observations |
| Formative assessment: written task Reflection on progress recorded on FRAP1 , 2, 3 and 4 (500 words each) | 2,000 words | 7-8, 16 | Verbal feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Professional Practice Portfolio Reflection(Essay) | 70 | 2500 words | 8-14 | Written feedback with grade |
| Presentation (group) | 30 | 10 mins (1000 words equivalent) | 1 7, 9, 15, 16 | Written feedback with grade |
| Formal teaching observations | 0 | Observation of 2 lessons | 8-14 | Verbal and written feedback on two teaching observations |
| 0 | ||||
| 0 | ||||
| 0 |
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 |
|---|---|---|---|
| Professional Practice Portfolio Reflection (Essay) | 2500 words | 8-14 | See notes below |
| Presentation (individual or group) | 10 mins (1000 words equivalent) | 1 7, 9, 15, 16 | See notes below |
Re-assessment notes
Reflection on Professional Practice Portfolio (Essay): If a submitted reflection (essay) is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the portfolio to a pass standard and one opportunity for resubmission will be allowed, based on an additional school placement if this is confirmed by the Consequences Board following the APAC for the PCE Exeter College programme. The resubmission would normally be made at the end of the extended placement.
Presentation: If the presentation assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to bring the assignment to a pass standard and one opportunity for resubmission will be allowed. You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final The Assessment Progression and Awards Committee (APAC) in July). The resubmission would normally be made 4 weeks after receiving feedback on the first submission. Alternatively, you may opt to go to the APAC with the fail mark. You will then be referred to the College Level APAC who will confirm the conditions for resubmission of the work. Normally the resubmission should be by 1st September. Resubmission for a presentation can be the same as the original if time allows. Or it could be a recorded presentation if a face-to-face one is not possible. You should discuss these options with your tutor. Note: if you choose the second option, the award of Cert.Ed. (FE) will be delayed until the APAC following any successful resubmission (normally held in December). There may not be time to mark a resubmitted assignment before the end of the programme; this will mean that the award of Cert.Ed. (FE) will be delayed until the first APAC after July (this is normally held in December). If an assignment is deemed to be a Fail by the APAC, the mark obtained on resubmission will be capped at 40%.
Lesson observation: You will need to repeat any summative formal lesson observation judged to be unsuccessful.
Indicative learning resources - Basic reading
Core Texts
Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner. Buckingham: Open University Press.
Brookfield, S. D. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey Bass.
Jarvis, P. (2010) Adult Education and Lifelong Learning, Theory and Practice. (4th edn.) London: RoutledgeFalmer.
Lea, J., Hayes, D., Armitage, A., Lomas, L. and Markless, S. (2003) Working in Post-compulsory Education. Maidenhead: Open University Press.
McGhee, P. (2003) The Academic Quality Handbook: Enhancing Higher Education in Universities and Further Education Colleges. London: Kogan Page.
Villeneuve-Smith, F., West, C. and Bhinder, B. (2009) Rethinking continuing professional development in further education. London: Learning & Skills Network.
Recommended Texts
Bolton, G. (2005) Reflective Practice Writing for Professional Development. (2nd edn.) London: Sage.
Hitching, J. (2008) Maintaining your Licence to Practise. Exeter: Learning Matters.
Moon, J. (2008) Critical Thinking: an exploration of theory and practice. London: Routledge.
Kennedy, A. (2005) ‘Models of Continuing Professional Development: a framework for analysis‘, Journal of In-Service Education, Vol 31, No 2, 235-250.
Journals
Journal of Education and Work International Journal of Lifelong Learning
Websites
www.ofsted.gov.uk/content/download/7126/ 73002/file/Ofsteds%20 Sustainable %20 Development%20Action%20Plan
http://www.et-foundation.co.uk/
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Teaching learning and Assessment in the Further Education and Skills Sector (L4) Curriculum and Society (L5) Theories of Learning and Managing Behaviour (L5) |
| NQF level (module) | 5 |
| Available as distance learning? | No |
| Origin date | 01/11/2016 |
| Last revision date | 07/06/2022 |
