Wider Practice and Professional Development
| Module title | Wider Practice and Professional Development |
|---|---|
| Module code | EDXM003 |
| 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 7 module links closely with three co-requisite modules: Learning, Teaching and Assessment (level 6), Wider Curriculum and Society (level 7) and Theories of Learning and Managing Behaviour (level 7). This module focuses upon 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 PGCE (Post Compulsory 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:
- critically understand the wider context of education and reflexively evaluate your professional development;
- critically reflect 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 analyse systems of quality assurance and improvement;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. recognise learners different and complex needs and interpret these learning needs in order to successfully plan, teach, assess and evaluate lessons and schemes of work;
- 5. engage in critical and analytical debate about current educational issues drawing on evidence from theory, research and practice;
- 6. critically and systematically 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 and analyse your personal professional learning and teaching against the Minimum Core;
- 9. demonstrate a critical awareness of, and the capacity 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 self-directed development through breadth of teaching practice;
- 11. reflexively and critically evaluate access and progression in teaching practice;
- 12. drive and manage your own learning and development;
- 13. learn effectively and independently and be aware of your own learning strategies;
- 14. work productively and proactively 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. effectively 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 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 These are pass/fail and you must pass them both | 0 | Observation of 2 lessons | 8-14 | Verbal and written feedback on two teaching observations |
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 handbook for details, link below |
| Presentation (individual or group) | 10 mins (1000 words equivalent) | 1-7, 9, 15, 16 | See handbook for details, link below |
| Teaching Observation | Observation of 2 lessons during an additional teaching placement period | 8-14 | See handbook for details, link below |
Re-assessment notes
See the module handbook - for University colleagues: http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments/ and for Exeter College staff and students : http://www.exe-coll.ac.uk/HE/Courses/TeacherTraining
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 (L6) Curriculum and Society (L7) Theories of Learning and of Managing Behaviour (L7) |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 31/05/2022 |
| Last revision date | 07/06/2022 |
