Professional Studies
| Module title | Professional Studies |
|---|---|
| Module code | EXEM004 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 12 | 12 | 10 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This level 7 module links closely with three co-requisite Level 7 modules: Learning and Teaching in Further Education, Research Project and Curriculum Studies. This module focuses upon notions of professionalism and wider professional practice enabling critical examination of professional conduct, accountability, 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 Occupational 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 PGCE (Further Education and Skills).
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 critically understand the wider context of education and reflexively evaluate your professional development, whilst critically reflecting on your own teaching and learning.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. critically investigate the range of roles and responsibilities of a teacher in the Further Education and Skills sector;
- 2. demonstrate a deep and systematic knowledge of issues of professional conduct and accountability
- 3. critically evaluate own professional and personal development;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. recognise learners different needs and interpret these learning needs in order to successfully plan, teach, assess and critically evaluate lessons and schemes of work;
- 5. engage in critical debate about current educational issues drawing on a wide range of evidence from theory, research and practice
- 6. critically evaluate the relevance of educational theory to practice;
- 7. compare, analyse and synthesise relevant educational literature and use research data in support of an argument;
- 8. critically evaluate your personal professional learning and teaching against the Occupational Standards;
- 9. independently plan your future professional development needs;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. demonstrate continued self-directed development through breadth of teaching practice;
- 11. reflexively evaluate access and progression in teaching practice;
- 12. manage your own learning and development;
- 13. learn effectively and be aware of your own learning strategies, with minimum 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 a wide range of strategies for its resolution
- 16. express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes.
Syllabus plan
The module introduces you to current thinking in Professional Studies 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 educational technology, opportunities for development and evaluating the impact on own practice.
- Implications and impact of government policies on teaching and learning in this sector.
- Impact of the educational use of technology
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 60 | 60 | 250 |
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; situated learning |
| Guided Independent Study | 60 | Self-directed reading related to assignment submission and classroom practice; critical reflection on professional learning. |
| Placement | 250 | A range of learning activities including: 150hrs teaching practice, 100hrs wider practice (breadth of practice BOP) 10 observations Peer observations; tutorials including discussion about professional learning and curriculum; guided reflective practice and action planning; embedding skills learned within PGCE classes within planning; faculty staff activities including staff 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. | 1-4, 8-16 | Verbal feedback; written feedback and action points agreed with tutor for developing teaching practice using the relevant Occupational Standards. |
| Generic assessment: meeting the minimum teaching practice requirements and 10 teaching observations | Continuous assessment of professional learning throughout the programme | 1-7, 8-9, 15-16 | As above, including verbal and written feedback on 10 teaching observations |
| Formative assessment: written task Reflection on progress recorded on FRAP | 2,000 words | 2-4, 7-9, 12, 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 | 70 | 2,500 words | 8-14 | Written feedback with grade |
| Viva (professional discussion) | 30 | 30 mins (1,000 words equivalent) | 1-7, 9, 15-16 | Written feedback with grade |
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 and Written Reflection (Essay) | 2,500 words | 8-14 | See notes below |
| Viva (professional discussion) | 30 mins (1000 words equivalent) | 1-7, 9, 15-16 | See notes below |
| Teaching Observation | Observation of 2 lessons during an additional teaching placement period | 8-14 | See notes below |
Re-assessment notes
See Handbook - for University colleagues: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/ and for Exeter College staff and students : Postgraduate Certificate in Education (PGCE) (exe-coll.ac.uk)
Indicative learning resources - Basic reading
Core Texts
Armitage, A., Cogger, A., Evershed, J., Hayes, D., Lawes, S., Renwick, M. (2016) Teaching in post-14 education & training. (5th edn.) Maidenhead: Open University Press.
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.
Gregson, M., Hillier, Y., Biesta, G., Duncan, S., Nixon, L., Spedding, T., and Wakeling, P. (2015) Reflective Teaching in Further, Adult and Vocational Education. London: Bloomsbury.
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.
Tummons, J. (ed.) (2020) PCET. Learning and Teaching in the Post Compulsory Sector. London: Learning Matters, SAGE Publication Ltd.
Villeneuve-Smith, F., West, C. and Bhinder, B. (2009) Rethinking continuing professional development in further education. London: Learning & Skills Network.
Indicative learning resources - Web based and electronic resources
http://www.et-foundation.co.uk/
Keep, E., Richmond, T., Silver, R. (2021) Honourable Histories. From the local management of colleges via incorporation to the present day: 30 years of reform in Further Education 1991-2021. The Further Education Trust for Leadership. Available at: Honourable Histories | FETL
Indicative learning resources - Other resources
Recommended Texts
Bolton, G. (2005) Reflective Practice Writing for Professional Development. (2nd edn.) London: Sage.
Coffield, F. (2008) Just suppose teaching and learning became the first priority. London: Learning and Skills Network.
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
Bathmaker, A (2000) Standardising teaching: the introduction of the national standards for teaching and supporting learning in further education in England and Wales, Journal of In-Service Education, 26:1, 9-23, DOI: 10.1080/13674580000200101. Available at: Standardising teaching: the introduction of the national standards for teaching and supporting learn (tandfonline.com)
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Learning and Teaching in Further Education (EXEM001) Research Project (EXEM002) Curriculum Studies (EXEM003) |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 19/05/23 |
| Last revision date | 01/08/2024 |
