McMillan€¦ · Web viewYour tutor will provide details of tutorial arrangements in an ... word...

McMillan Faculty of Education

Postgraduate Diploma inEducation and Training(part-time – inservice)

Year Two2016 – 2018

Module Tutors: Andrew Hudson, Richard Nelson,

Katya Kitchingman

1

Module TitlesResearching Teaching 20 credits

TCUT700008 ( L7)(Theories and Frameworks module for Numeracy, ESOL or literacy diplomas)

Designing and Developing Curriculum TCUT700003 ( L7) 20 credits

Developing Professional Practice TCUT700004 ( L7) 20 credits

Contents

Welcome and PCET Staff …………………………………………………………… 3

Attendance, Tutorials, Student Opinions, Compliments and Complaints……… 4

University of Teesside Assessment Regulations………………………………. 6

Assignment Submission and General Advice…………………………...………… 7

Plagiarism statement & Important Dates – the year over-view …………………. 8

Module 1: Researching Teaching………………………………. …………………. 9

Module 2: Designing and developing the Curriculum……………………………. 12

Module 3: Developing Professional Practice……………………………………… 15

Observations …..………………………………………………………….…………. 18

Education and Training Foundation Professional Standards……………………. 20

Higher Education Academy (HEA) membership…………………………………… 21

Teesside University Assessment grading criteria for all modules………………… 25

Suggested Reading for each Module………………………………………………… 27

Course Codes

TCAT7005B PGD IN EDUCATION AND TRAINING IN SERVICETCAT7006B PGD IN EDUCATION AND TRAINING (WITH TEACHING ESOL) IN SERVICETCAT7007B PGD IN EDUCATION AND TRAINING (WITH TEACHING LITERACY) IN SERVICETCAT7008B PGD IN EDUCATION AND TRAINING (WITH TEACHING NUMERACY) IN SERVICE

Year Two Handbook – Welcome

2

This handbook (which will be supplemented for the specialist Diploma routes) contains the module specifications, assessments and reading lists for the two core modules: Designing and Developing Curriculum and Developing Professional Practice, and the module for the generic route: Researching Teaching. We’ve also included some useful additional material, e.g. the Teaching Observation Feedback form, the Education and Training (ETF) Professional Standards and the Higher Education Academy (HEA) UK Professional Standards Framework (UKPSF). You will also find the Teesside University marking criteria for your assignments.

PCET team: Contact Details

Name E mailAndrew Hudson [email protected]

Wendy Croft [email protected]

Katya Kitchingman [email protected]

Hilary Woodhead(Team Leader)

[email protected]

Cathy Mitchell [email protected]

Richard Nelson [email protected]

Head of SchoolKirstin Sawyer [email protected]

Head of FacultyDave Howard [email protected]

3

Attendance

Regular attendance is required for all elements of these modules and your tutor will keep a register. It is the responsibility of individual students to catch up on missed work: we encourage a ‘study buddy’ system to support this as well as an active VLE. You are required to attend classes regularly and punctually. Whenever you are absent the reason must be notified to the College. You are expected to maintain an attendance level of 100% on your course. If you are absent from sessions for three consecutive weeks, without adequate explanation, we have a duty to notify Student Finance England and you may be deemed to have withdrawn from the course.

Tutorial support

Tutorial support will be offered in addition to the taught programme by module staff. Your tutor will provide details of tutorial arrangements in an early PPD session.

Student opinion

The team values student opinion and this is sought at modular level in the following ways:-

By completing a module review – this will be given to you by your tutor towards the end of the module.

Informal feedback is welcomed by tutors and, in the first instance students should approach the module tutor. If a specific issue has been identified which is not resolved to your satisfaction the module leader should be approached. Where the module tutor and module leader are the same, or the issue has failed to reach a satisfactory conclusion, students should approach the course tutor.

Compliments & Complaints

If you are not satisfied with an aspect of the course and wish to make a complaint:

Your first action is to tell the person concerned what your complaint is, so that the problem can be resolved if at all possible

Details of the formal Complaints Procedure can be found on the College’s Student Intranet website

Conversely, if you are enjoying the course and wish to pass this on: Your first action is to tell the person concerned Inform the module leader and course tutor Make sure you complete a module review Tell your friends and colleagues

4

Teesside University Assessment RegulationsImportant Regulatory Points

(A link to the full regulations can be found on the College Student Intranet)

All courses: the pass mark for a module is 50% for Postgraduate Modules.

work must be submitted for all the components of a module (failure to submit one part will lead to reassessment. Please note the difference between reassessment and resubmission. You have no automatic ‘right’ to a resubmission – this is at the discretion of the Exam Board at the end of your stage of study; this is year 2 for part time PG Dip.)

the maximum mark achievable for a re-assessed piece of work is 50% (the pass mark for a module)

Late Submission of Assignments

Extensions must be obtained prior to the submission date. Extension forms can be obtained from Student Information Desk (SID) and must be signed and approved by either your module leader or course tutor. The authorised form is then submitted by you to the SID, you should retain a copy to submit with the work. Extensions are normally granted for a period of 5 working days. Working days include vacation periods but not Saturdays and Sundays or Bank Holidays.

Non-submission of assignments

• Assessment work submitted late will receive a maximum mark/grade associated with the minimum pass requirement, provided it is submitted within 7 calendar days of the published deadline.

• Assessment work submitted more than 7 calendar days after the published deadline will not be marked/graded.

• This does NOT apply to reassessments/resubmissions the regulations state:‘Where the student is submitting assessed work as a reassessment/resubmission ………………, any work submitted after the published deadline will not be marked/graded and the student will be deemed to have failed the assessment concerned.’

Resubmission and Re-assessment

Resubmission is allowed if you submit your assignment on time and fail, i.e. receive a grade of less that 50%, you have the opportunity to resubmit the assignment at a date agreed with your module tutor. Any subsequent mark will be capped at the pass mark.

If you do not submit an assignment by the agreed deadline, then you will not be eligible for a resubmission but maybe considered for re-assessment at the discretion of the Exam Board.

5

Mitigating Circumstances

Teesside University’s Mitigating Circumstances procedure can be found at: http://www.tees.ac.uk/docs/DocRepo/Student%20Regulations/Academic%20Regulations/Mitigating%20Circumstances%20Regulations.pdf

Please refer to your Course Handbook for further explanation and note that it is your responsibility to apply for mitigating circumstances and to complete the appropriate proforma, you must also notify and consult with your Course Tutor/Personal Tutor if you consider that there are any mitigating circumstances affecting your performance in assignments and/or assessments.

Mitigating Circumstances pro formas can be obtained from McMillan L4 Reception or Academic Quality and Standards, B16, Old Building and the completed forms, plus any supporting evidence, should be returned to the above. Information and guidance is also provided on the College’s Moodle site.

Academic Writing Support - Successful Writing for Academic Purposes (SWAP)

This is the Faculty’s academic writing support service offered by the Academic Writing Support Coaches. What can they help with?

Study skills to improve writing, e.g. use of notebooks to capture vocabulary, organisation around note-taking, making essay plans.

Research skills, e.g. navigating reading lists, selecting appropriate secondary sources, using the Internet more effectively.

English language, e.g. punctuation, grammar, use of register. Academic writing, e.g. clear signposting in work to create coherence, not

assuming prior knowledge, critical engagement with own work and that of secondary sources.

Students can use the SWAP Moodle site to book tutorials, submit work, and access useful documents / external sites. You will also find details of how to book onto a SWAP Critical Reading Group. The access key is AcadWrit+99.

6

Assignment Submission

All written assignments must be submitted electronically via Moodle by 12.00 noon on the hand-in date. The module tutor will decide whether there will be a requirement for paper copies of assignments.

General Assessment Advice

You should consult the grading criteria; Look at the learning outcomes for each module– you need to demonstrate that

you have met these when completing the various tasks; The work must be presented in standard English, word processed using a

standard font such as Arial (avoid ‘flashy’ fonts please), double line spaced, left-aligned, show clarity of presentation and be coherently organised;

The work must demonstrate relevance and breadth of reference to appropriate literature;

You are strongly encouraged to make use of the tutorial time allocated to ensure that your work will meet the requirements of the assessment brief;

Referencing must be the Harvard system of referencing. Use the school referencing booklet “Guidelines on Referencing in Academic Writing”, for guidance. You will be penalised for poor referencing. All references cited in the assignment must be included in a reference list. A bibliography i.e. a list of everything you have read is not required, whether cited or not;

You will submit your assignment through Moodle ‘My Courses’, ‘Academic Portfolio’ and this automatically puts it through an electronic plagiarism detection software programme called Turnitin – access the report to see what it identifies. This is only one method we use to detect plagiarism and it isn’t fool-proof or the only one we use.

Word count: An assignment can be submitted with a word length of + or - 10% of the specified word length. For example, if an assignment of 2000 words is set then students can submit work with a word total within the range of 1800 to 2200 words. If the word total falls outside of these limits then the assessment grade and feedback given will report poor drafting and editing of the work. All words contained in the main body of the assignment contribute towards the word count. This includes quotations and references. It does not include the reference list or appendices. Please record the actual word count at the end of each section for which a word count has been given;

Confidentiality: You should ensure that all work that you submit maintains confidentiality and anonymity. In the interest of confidentiality please ensure that your work does not identify individuals, either colleagues or students, or organisations. You may submit copies of documents prepared during the course of your work but names should be removed from the document.

Marking: We aim to return work within 3 weeks. Please be aware that tutors may have up to 60 pieces of work to mark in this time and up to 50% of the work needs to be double marked. If you miss the deadline then your work may not be marked for some time after this 3 week period.

7

Plagiarism statement:

Important Dates – the year over-view:

Module Dates Assignment due1 Researching Teaching (20

credits)(or Specialist Pathway modules; dates may vary for these, see separate handbook from specialist tutor)

13.09.17 -27.11.17

06.12.17

2 Designing and Developing the Curriculum (20 credits)

03.01.18 – 28.02.18

07.03.18

3 Developing Professional Practice (20 credits)

07.03.18 – 02.05.18

Part 1 - 02.05.18Part 2 - 09.05.18

8

Plagiarism is the unacknowledged use of other people’s work and will be penalized by a mark of zero and may result in even more serious consequences

Note: To avoid potential misunderstanding, any phrase which is not your own should normally be in quotation marks or highlighted in some other way. It should also be noted that the incorporation of significant elements of an/other(s) work, even with acknowledgment or reference, is not acceptable academic practice and will normally result in failure of that item or stage of assessment. Please refer to the purple sheet of plagiarism for further guidance, and the “Guidelines on Referencing in Academic Writing” for guidance on referencing your work.

Make sure you understand the use of secondary references.

Under no circumstances should you ask someone else to write your assignments – or part thereof – for you. We are aware that students sometimes ask family members, colleagues, previous students or pay for internet assignment-writing services. There is a zero tolerance of these practices. It is also unwise to ask to see the work of past students.

Module 1: Researching Teaching

This module aims to develop students’ skills and understanding of Action Research, through an examination of one aspect of their own teaching and learning practice.

This module will enable the students to develop knowledge and a detailed understanding of the key features and purposes of Action Research. They will be able to show an awareness of the Action Research process.

The students will use established techniques of research and enquiry to carry out an Action Research project on one aspect of own teaching and learning practice, showing an ability to manage ethical considerations. Present research and key findings in an appropriate format.

The content will be delivered through teacher led presentations, activities and discussions. There will be ample opportunity for small and large group work (online and in physical teaching spaces), as well as independent research.

Learning Outcomes:

Knowledge & Understanding1. Critically review the Action Research process2. Evidence a critical awareness of ethical

considerations when carrying out Action Research in an educational workplace

Cognitive & Intellectual Skills

3. Employ established techniques of research and enquiry to carry out an Action Research project on one aspect of own teaching and learning practice, showing an ability to manage ethical considerations

4. Critically analyse and interpret research and key findings and present in an appropriate format

Practical & Professional Skills

5. Act autonomously and collaboratively with colleagues (if appropriate) in planning and carrying out the Action Research project

6. Demonstrate how own professional reflective practice contributes to the Action Research process

Key Transferable Skills

7. Reflect independently on performance to further develop learning necessary for future professional development

8. Communicate complex academic and professional issues and conclusions clearly and effectively to specialist and non-specialist audiences

9

Assessment: Due 27th November 2017

4,500 - 5,000 word report (100%)Carry out an Action Research project on one aspect of own teaching and learning practice, taking into account ethical considerations. Present and critically evaluate the research and key findings in an appropriate format (LO 1,2,3,4,5,6,7, 8)

All research proposals must be ethically approved before you begin.

10

SCHEDULE

Date(Wednesday)

Session focus Learning outcomes

1 13.09.17 What is Action Research?

Identify and develop the research question.

Identify the purpose, key features and techniques of Action Research

2 20.09.17 Research Methodologies and Methods

Established techniques of ethical research and enquiry in carrying out an Action Research

3 27.09.17 Research Proposal Seminar Act cooperatively with colleagues (if appropriate) in planning and carrying out the Action Research project

4 04.10.17 Ethics of Research(Submit Section 1)

Examine ethical considerations in relation to teachers carrying out primary research on own practice

5 11.10.17 Analysis of results Analyse and interpret key findings in an appropriate format

6 18.10.17 Action Research Workshop(no formal session – individual and small group tutorial)

Employ established techniques of ethical research and enquiry in carrying out an Action Research project

25.10.17 Half term7 01.11.17 Measuring the impact of research Identify possible

methodologies to assess the impact of teaching on learning

8 08.11.17 Action Research Workshop(no formal session – individual and small group tutorial)


9 15.11.17 Research Seminar(Discussing progress and findings so far)

Reflect systematically on performance to further develop learning

10

22.11.17 Action Research Workshop(no formal session – individual and small group tutorial)


06.12.17 Submission of Assignment

11

Module 2: Designing and Developing the Curriculum

This module has been designed to provide a comprehensive introduction to the specific skills and underpinning knowledge that students will need as new teachers in terms of analysing and evaluating their curriculum. The module will also enable students to develop a critical understanding of how curricula are developed in the further education and training and higher education sectors.

The content will be delivered through blended learning using Moodle. There will be a mixture of classroom taught sessions & seminars blended with online elements.

Learning Outcomes:

Knowledge & Understanding

Evaluate theories and models of curriculum design

Implement appropriate principles of curriculum design taking account of relevant factors in terms of the content and context of curriculum delivery

Critically analyse the relationships between principles and processes of evaluation, quality assurance and quality improvement


Justify proposals for improvements to a specific curriculum with reference to a range of sources relevant to teaching practice


Construct a curriculum proposal that demonstrates an ability to be inclusive and to

Utilise appropriate Quality Assurance and Quality Improvement systems and procedures for own context

Key Transferable Skills Communicate a complex professional issue, a

curriculum proposal, clearly to a specialist and non-specialist audience

13

Assessment due 28.02.18

Part 1 (50%) – Essay 2,000 - 2,500 words Describe, apply and evaluate curriculum ideologies and models. (LO 1,3,7)

Part 2 (50%) – Curriculum proposal 2,000 - 2,500 word equivalent Construct a proposal for a curriculum in the form of an annotated scheme of work and accompanying rationale. (LO 2,4,5,6,7)

Guidance for Part 2Write a rationale for a curriculum that is offered to a defined group of students at a particular level. Consider the factors that have influenced the design of this curriculum offer including: the context and nature of the curriculum the needs of students (and possibly other stakeholders) methods to evaluate the curriculum quality assurance and quality improvement processes student (and possibly other stakeholder) feedback

Annotate the scheme of work in a Word document (format needed for electronic submission) to indicate the key features identified in the rationale.

(More detailed guidance available online – Designing Curriculum: Using the ideas in the assessment)

Topics include:

Concepts and definitions of curriculumThe curriculum change cycle and the factors that impact on a curriculaThe factors involved in designing appropriate curriculaRange of contexts for curriculum offerTheories, models and principles of curriculum designEffective inclusive design of curriculumImpact of social, economic and cultural differences to achievement in relation to specialist areaQuality assurance and quality improvement systems and their relationship to curriculum planning and evaluation

Module outline:

14

Weeks 1, 4 and 7 require attendance Weeks 2, 3, 5, & 6 will involve online blended working

Week Topic Activities1 03.01.18 Introducing the module

Overview of key themes and ideas. Introducing the blended learning approach.

Briefing on content and blended learning approach

2 10.01.18 Curriculum in Context

Define your curriculum within your own context.

Process Access materials – read, listen, watch - in the

topic ‘book’ Begin to answer the ‘key questions’ Go to the ‘reading room’ for the topic and give

your thinking and analysis some breadth Build your reflective blog as you progress

through the topics Talk to other trainees through the module chat

room Seek clarification or support from tutors

through email

3 17.01.18 Analysing the Curriculum:

Curriculum Ideologies and models

4 24.01.18 Seminar on curriculum, context, theories and models

Seminar contribution about how the ideas covered so far can be related to your own specialism and curriculum

5 31.01.18 Inclusive Curriculum

The implications of developments in society, social policy, and the Equality and Diversity agenda.

Process Access materials – read, listen, watch - in the

topic ‘book’ Begin to answer the ‘key questions’ Go to the ‘reading room’ for the topic and give

your thinking and analysis some breadth Build your reflective blog as you progress

through the topics Talk to other trainees through the module chat

room Seek clarification or support from tutors

through email

6 07.02.18 Designing the Curriculum

Development and evaluation of own curriculum, QA and QI processes.

7 14.02.18 Reading Week8 21.02.18 Seminar on curriculum

proposalSeminar contribution on your proposal for your own curriculum (part 2 of the assignment)

9 28.02.18 . Assignment submission

Module 3: Developing Professional PracticeThis module offers the opportunity to critically investigate the professional role of a teacher/trainer and explore a range of issues that impact on professionalism. Links

15

to Professional Standards will be emphasised with special attention paid to ethics, values, conduct and accountability. Notions of reflective practice and on-going professional development in teaching / training roles will be explored alongside models and frameworks of Continuous Professional Development (CPD), considering conflicts between needs and actual opportunity.

The module also requires submission of a PPD portfolio which collates evidence of your professional development. This includes eight successful lesson observations (planning, feedback and observations) and evidence to meet the requirements of the Minimum Core in Literacy, Language and Numeracy (LLN) & ILT.

Learning Outcomes:

Knowledge & Understanding

1. Critically appraise the concept of professionalism and core professional values for teachers in the higher & further education and training sectors.

2. Identify and critically examine key issues in relation to evaluation and accountability within the higher & further education and training sectors.

3. Devise, justify and evaluate teaching and learning strategies which include elements of LLN & ILT in relation to specialist pedagogy


4. Critically apply theories and principles of reflective practice, and models of continuing personal and professional development


5. Review and analyse your role as a teacher or trainer and critically examine your own need for continuous personal and professional development

6. Achieve a minimum of ‘Satisfactory’ grades for all eight observations

7. Identify LLN and ILT skills which are integral to own specialist area, reviewing how they support learner achievement

Key Transferable Skills

8. Evidence competent teaching skills appropriate to the level, subject and context

9. Critically reflect on own professional practice and acquire the independent learning skills to identify appropriate actions independently

10. Work effectively with others (mentors and tutors) to develop action plans and a reflective approach to professional development

Assessment Part 1: 50% 2500 words Due 2nd May 2018Critically examine concepts of professionalism, core professional values, CPD and reflective practice and relate these concepts to your own role as a teacher or trainer.

16

(LO 1,2,4,5,8))

Part 2: 50% 2500 word equivalent Due 9th May 2018A completed PPD Portfolio. Including

a summary reflective account of your personal and professional development during the course

eight passed observation reports, including your ongoing reflections on the observations and your development as a teacher

Evidencing of English, Maths and ILT skills and embedded professional practice in relation to the minimum core standards

a reflection on issues of evaluation and accountability Evaluation of your experience of CPD and preferred future activities Evidencing of action planning and development of teaching skills against

professional standards

Content to include:

In relation to the higher & further education and training sectors:Explore the role of a teacher/tutorDefine Professionalism, ProfessionalProfessional ethics, values, behaviour Managerialism & professional responseAccountability and evaluationQuality systems and professionalismCPD models and FrameworksAnalysing own CPD experiences and needsReflective Practice modelsApplying reflective practiceProgression and further CPDReview the course, evaluate academic and practical teaching developmentMinimum core (LLN and ILT)Standards for qualifying teachers and trainers

17

Module outline:

n.b. Weeks 1, 2, 3, 4, 5 and 6 require attendance

Week Topic1 28.02.18 Professionalism:

Explore the role of a lecturer/teacher/tutor/trainer.Define Professionalism and Professional.

2 07.03.18 Film Night: History Boys – Professionalism, managerialism and educational ethics

3 14.03.18 Professional Values : Values and behaviour. Exploring accountability, scenarios and dilemmas.

4 21.03.18 Professional Frameworks: Review Professional Frameworks, Standards and Bodies: HEA, ETF, UCU

5 28.03.18 CPD and Reflection:Seminar on models and frameworks

04.04.18 Easter Break11.04.18 Easter Break

6 18.04.18 Evaluation and AccountabilityVideo Seminar

7 25.04.18 Assignment Workshop for Part 1 – Essay Focus

8 02.05.18 Submission – Part 1 Professionalism EssayAssignment workshop for Part 2 – PPD Portfolio

9 09.05.18 Submission Part 2 – PPD Portfolio

18

Observations

Over the two years of your course, you are required to be observed in your teaching practice a minimum of seven times and to maintain a teaching file which records these observations and your reflective responses to the process.

You will be responsible for arranging these seven observations. One observation (ideally the first) will be joint between your mentor and a PSET tutor. The remaining 6 will consist of three with PSET tutors and three with your mentor.

Ideally, these will follow the following pattern, but obviously depends on your context and pattern of teaching:

For In-service trainees:Year 11 Joint observation

(PSET and Mentor)Between October and December

2 Mentor January or February3 PSET Tutor March to end of summer termYear 24 PSET Tutor September to November5 Mentor November or December6 PSET Tutor January to March7 Mentor April to end of summer term

For Pre-service trainees:Year 11 Joint observation

(PSET and Mentor)November to January

2 Mentor February or March3 PSET Tutor April to end of summer termYear 24 PSET Tutor September to November5 Mentor November or December6 Mentor January to March7 PSET Tutor April to end of summer term

The Observation Process

1. Before the observation:You will need to produce your planning documents which will always include a lesson plan and may include a scheme of work and other documents, like a group profile. You will need to email your observer with the rationale for the observed session with comments about the context. This may include comments about differentiation, working with support staff, relationship to other sessions and any other information you would wish your observer to

19

consider. You may also request that the observation has a particular focus e.g. behaviour management or use of questioning.

2. At observation, Please provide paper copies of

all planning documents all resources used with students during the session all previous observation feedback – mentor and tutor all reflections on completed observations your action plans covering all previous development points

3. After the observation complete a written reflection on the observation using any format but

drawing of models of reflection, the focus should be on your development as a teacher.

develop an action plan detailing how you intend to develop your practice

upload the observation report, reflection and action plan to your e-PPD Portfolio

20

TEducation and Training Sector: Professional Standards

As a professional teacher or trainer you should demonstrate commitment to the following in your professional practice:

21

Higher Education Academy – Associate Fellow

If you are teaching in Higher Education, and 50 hours of your logged teaching is in Higher Education, completing this course also gives you the opportunity to apply for Associate Fellow of the Higher Education Academy.

To apply for Associate Fellow you will need to present the information you have gathered on the course to the College HEA Panel who will decide if there is enough evidence to award your Associate Fellow status or refer your application to enable you to provide any further evidence that is required.

The Higher Education Academy outlines the UK Professional Standards Framework (UKPSF) the outline what is expected from working in Higher Education. Becoming an Associate Fellow gives you recognition for your ability to research your subject and teach it within Higher Education. You would then have the opportunity, as you increase your experience, to apply for status of Fellow of the Higher Education Academy.

What evidence do I need?

To be considered for Associate Fellow you need to provide evidence that demonstrates that you have met the required aspects of the Dimensions of the Framework outlined in the UK Professional Standards Framework. From the diagram below, you need to demonstrate how you have:

Successfully engaged in two of the five Areas of Activity

Successful engagement in appropriate teaching and practices related to these Areas of Activity

Appropriate Core Knowledge and understanding of at least K1 and K2

A commitment to appropriate Professional Values in facilitating others’ learning

Relevant professional practices, subject and pedagogic research and/or scholarship within the above activities

Successful engagement, where appropriate, in professional development activity related to teaching, learning and assessment responsibilities

22

Where in the course have I already achieved the UKPSF evidence?

A1

Design and plan learning activities and/or programmes of study

Teaching, Learning and Assessment module

Curriculum Design (2nd year module)

A2Teach and/or support learning Reflections of observed

sessions within PPD portfolio

A3Assess and give feedback to learning Teaching, Learning and

Assessment module

A4Developing effective learning environments approaches to student support and guidance

Curriculum Design (2nd year module)

A5

Engage in continual professional development in subject and their pedagogy, incorporating research, scholarship and the evaluation of professional practice

Teacher as a Researcher (2nd year module)

Developing Professional Practice (2nd year module)

K1The subject material Subject Specialist

Pedagogy module

K2

Appropriate methods for teaching, learning and assessing the subject area and the level of the academic programme


Subject Specialist Pedagogy module

K3How students learn, both generally and within their subject area

Theories that Underpin Learning module

K4

The use and value of appropriate learning technologies



K5

Methods for evaluating the effectiveness of teaching


Reflections of observed sessions within PPD portfolio

K6The implications of quality assurance and quality enhancements for academic and professional practice with a particular focus on teaching


24

V1Respect individual learners and diverse learning communities


V2Promote participation in higher education and equality of opportunities for learners


V3

Use evidence informed approaches to and the outcomes from research, scholarship and continuing professional development

Theory linked to practice in PPD portfolio


V4

Acknowledge the wider context in which higher education operates recognising the implications for professional practice



CPD

Successful engagement in professional development activity related to teaching and learning


CPD records in PPD portfolio

25

Teesside University Generic Marking Criteria These generic marking criteria will help you to distinguish between the different levels of

performance that are required for the different grades applied to assessments. Higher grades place more emphasis on skills such as independent reading and the correct

use of these sources, critical analysis, concise writing and well-presented arguments. Lower grades are obtained when the work is incoherent and descriptive.

Key words are highlighted to help you distinguish between levels.Band Level 7 University of Teesside Generic Marking Criteria

90-100%

An excellent critical and complete demonstration of understanding in all key areas of knowledge relevant to the work and demonstrating an innovative and creative approach.Evidence throughout the work of a sustained ability to synthesise and interpret complex concepts, to make inferences and to provide an original and/or compelling argument and discussion.Excellent structure and immaculate presentation, with cogent use of academic language and grounded in a pertinent and substantial selection of source materials.Excellent use of appropriate analytical and research methods and addresses ethical considerations in an informed and perceptive manner.Exceptional ability to link and critically analyse theory and practice where appropriate.

80-89%

An excellent, critical and systematic demonstration of understanding in all key areas of knowledge relevant to the work.Evidence throughout of the ability to synthesise and interpret complex concepts to provide a compelling argument and discussion.Very good structure and presentation, with confident use of academic language and grounded in a relevant and extensive selection of source materials.Excellent use of appropriate analytical and research methods and fully addresses ethical considerations.Excellent ability to link and critically analyse theory and practice where appropriate.

70-79%

An excellent, critical and organised demonstration of understanding in all key areas of knowledge relevant to the work.Evidence throughout of the ability to synthesise and interpret diverse concepts to provide a sound argument and discussion.Good structure and presentation, with fluent use of academic language and grounded in an appropriate and comprehensive selection of source materials.Very effective use of appropriate analytical and research methods and consideration of ethical implications.Very good ability to link and critically analyse theory and practice where appropriate.

60-69%

A proficient, clearly stated and analytical demonstration of understanding in all key areas of knowledge relevant to the work.Evidence of the ability to integrate and analyse diverse concepts in a rational and logical argument and discussion.Well-structured and clearly presented work, with fluent use of academic language and utilising a relevant and extensive range of source materials.Effective use of appropriate analytical and research methods and consideration of ethical issues.Good ability to link and critically analyse theory and practice where appropriate.

26

Band Level 7 University Generic Marking Criteria

50-59%

(Pass)

An acceptable and substantiated demonstration of understanding in all key areas of knowledge relevant to the work.Evidence of the ability to integrate and analyse diverse concepts in a reasoned and valid argument and discussion.Adequately structured and presented work, with clear use of academic language and reference to a sufficient range of relevant source materials.Adequate use of appropriate analytical and research methods and does address ethical considerations.Effective linking of theory and practice where appropriate.

40-49%

A limited, insufficient and/or inaccurate understanding in key areas of knowledge relevant to the work.Insufficient evidence of ability to integrate and analyse concepts to provide a valid discussion.Unacceptably structured and presented work, with insufficient use of academic language and conventions.A limited range of source materials is used.Limited or ineffective use of analytical and research methods and limited coverage of ethical considerations.Inadequate linking of theory and practice where applicable.

30-39%

A descriptive and/or narrative account, with little critical and/or flawed understanding of key areas of knowledge relevant to the work.Insufficient evidence of ability to discuss fundamental concepts.Unclear and and/or un-evidenced argument and discussion.Poorly structured and presented work, with little use of academic language and conventions.A narrow and/or inappropriate range of source materials and analytical and research methods is used.Failure to identify ethical considerations and to link theory and practice where applicable.

20-29%

A weakly descriptive and/or narrative account, with no analytical content and/or significant inaccuracies in understanding of key areas of knowledge relevant to the work.Little or no evidence of research and the ability to discuss fundamental concepts.No awareness of ethical issues.Unclear and unsourced arguments and discussion.Flawed structure and presentation, with negligible attention to academic language or conventions.Some or all source materials are unreferenced and/or irrelevant.Failure to link theory and practice where applicable.To obtain a mark of 20% the work must show evidence of a genuine attempt to demonstrate some knowledge of the subject.

0-19%

The work is almost entirely derivative and therefore lacks analysis or reflection, and shows little or no knowledge or understanding of key areas relevant to the work.No evidence of research and the ability to discuss fundamental concepts.The presentation and referencing does not conform to the standards required.

27

Suggested Reading for each Module

In addition to the books, you are expected to make extensive use of journal articles, from amongst others; Journal of Further and Higher Education, Education and Training, Higher Education Quarterly, Research in Post-Compulsory Education, Studies in Higher Education, Journal of Vocational Education and Training, Educational Research, Journal of Education and Work, Post-16 Educator, Educational Review, Journal of Curriculum Studies.And then in addition to books and journals, you will need to keep up to date with appropriate website content for your dual professionalism.

N.B. The list is separated into the sections: books, journals and websites. When you are composing a reference list for an assessment submission you should not separate these different forms within your alphabetical list.

Module: Researching Teaching

Bauman, Z. (2014) What Use is Sociology? Cambridge: Polity

Koshy, V. (2010) Action Research for Improving Educational Practice. 2nd Ed. London: Sage

McNiff, J. & Whitehead, J. (2011) All You Need to Know About Action Research. 2nd ed. London: Sage.

Reason, P. & Bradbury, H. (Eds) (2006) Handbook for Action Research. London: Sage

Somekh, B. (2006) Action Research: A Methodology for Change and Development. Maidenhead: Open University PressBrookfield, S. (1995) Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass

Brown, T. (2001) Action Research and Postmodernism: congruence and critique. Buckingham: Open University Press

Carr, W. & Kemmis, S. (1986) Becoming Critical: Education, Knowledge and Action Research. London: RoutledgeFalmer

Costly, C., Elliott, G & Gibbs, P. (2010) Doing Workbased Research. Approaches to Enquiry for Insider Researchers. London: Sage

Denby, N., Butroyd, R., Swift, H., Price, J. and Glazzard, J. (2008) Master’s Level Study in Education. Maidenhead: Open University Press

Denscombe, M. (2007) The Good Research Guide for small-scale social research projects. (3rd edition) Maidenhead: Open University Press

Elliot, J. (1991) Action Research for Educational Change. Milton Keynes: Open University

Gray, D. (2009) Doing Research in the Real World. 2nd Ed London: Sage.

Hoyle, E. & John, P. D. (1995) Professional Knowledge and Professional Practice. Cassell: London.

Illeris, K. (2011) The Fundamentals of Workplace Learning. London: Routledge.

Kincheloe, J. & Berry, K (2004) Rigour and Complexity in Educational Research: Conceptualising the bricolage. Maidenhead: Open University Press

Esse

nti

alR

ecom

men

ded

May, T. (Ed) (2002) Qualitative Research in Action. London: Sage

MacLure, M. (2003) Discourse in Education and Social Research. Buckingham: Open University Press.

McNiff, J. & Whitehead, J. (2009) Doing and Writing Action Research. London: Sage. *D

Morehouse, R. (2012) Beginning Interpretive Enquiry. Abingdon: Routledge

Oliver, P. (2010) Understanding the Research Process. London: Sage.

Reason, P. & Bradbury, H. (Eds) (2006) Handbook for Action Research. London: Sage

Savin-Baden, M. & Howell Major, C. (2010) New Approaches to Qualitative Research. London: Routledge.

Journals Educational Action ResearchJournal of Vocational Education and TrainingProfessional Development in EducationResearch in Post-Compulsory Education

Electronic http://www.youtube.com/watch?v=cYno85t1YmIWaters-Adams, S. (2006) Action Research in Education. [Online]. Available: ttp://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm [27.3.13]Aiscow, M. (nd). What is Participatory research: possibilities and challenges? [Online]. http://www.methods.manchester.ac.uk/methods/participatoryresearch/index.shtml [27.3.13]

Module: Designing and Developing the Curriculum

Kelly, A.V. (2009) The Curriculum: Theory and Practice. 6th edition. London: Sage.

Lowe, R. (2007) The Death of Progressive Education. Abingdon: Routledge.

Neary, M. (2002) Curriculum Studies in Post-Compulsory and Adult Education: A Teacher’s and Student Teacher’s Study Guide. Cheltenham: Nelson Thornes.

Pinar, W. (2004) What Is Curriculum Theory? (Studies in Curriculum Theory). Oxford: Routledge.

Scott, D. (2008) Critical Essays on Major Curriculum Theorists. Abingdon: Routledge.

Apple, M. (2004) Ideology and Curriculum. 3rd edition. London: Routledge Falmer.

Biggs, J. (2003).Teaching for Quality Learning at University. 2nd edition. Buckingham: The Society for Research into Higher Education & Open University Press.

Carr, D. (2003) Making Sense of Education. Abingdon: Routledge.

Coffield, F., Edward, S., Finlay, I., Hodgson, A., Spours, K. and Steer, R. (2008) Improving Learning, Skills and Inclusion. Abingdon: Routledge.

Forsyth, I., Jolliffe, A. & Stevens, D. (1999) Planning a Course: Practical Strategies for Teachers, Lecturers and Trainers. 2nd edition. London: Kogan Page.

Gray, l. D., Griffin, C. & Nasta, T. (2005) Training to Teach in Further and Adult Education. 2nd edition. Cheltenham: Nelson Thornes.

Kincheloe, J. (2011) Knowledge and Critical Pedagogy. Quebec: Springer

Knight, P. and Yorke, M. (2003) Learning, Curriculum and Employment. Maidenhead: Open University Press. *D

29

Esse

ntia

lR

ecom

men

ded

http://www.methods.manchester.ac.uk/methods/participatoryresearch/index.shtml

http://www.youtube.com/watch?v=cYno85t1YmI

O’Brien, J. (2008) The Course Syllabus: A Learning-centered Approach. San Francisco: Jossey Bass.

Petty, G. (2009) Evidence-based Teaching. Nelson Thornes: Cheltenham.

Pollard, A. (2005) Reflective Teaching. London: Continuum.

Posner, G. and Rudnitsky, A. (2005) Course Design: A Guide to Curriculum Development for Teachers. Allyn and Bacon.

Posner, G. (2003) Analysing the Curriculum. 3rd edition. New York: McGraw-Hill Higher Education.

Ross, A. (2000) Curriculum Construction and Critique. London: Falmer Press.

Tight, M. (2002) Key Concepts in Adult Education and Training. 2nd edition. London: Routledge.

Tummons, J. (2009) Curriculum Studies in the Lifelong Learning Sector. Exeter: Learning Matters.

Tyler, R.W. (1969) Basic Principles of Curriculum and Instruction. Chicago: University Kirsten Bottomley (Student)Press.

Weis, L., McCarthy, C & Dimitriadis, G. (eds) (2006) Ideology, Curriculum and the New Sociology of Education. London: Routledge.

Young, M. (2008) Bringing Knowledge Back in. London: Routledge.

Journals

Darlington, M. ‘Contrasting views: embedding cultural diversity in the FE Art and Design curriculum’. Journal of Further and Higher Education. Vol. 32, No. 3, August 2008, 263–274

Williams, J. ‘Constructing social inclusion through further education - the dangers of Instrumentalism’. Journal of Further and Higher Education.Vol. 32, No. 2, May 2008, 151–160

Electronic

Atherton, J. S. (2005) Teaching and Learning: Curriculum. [Online]. Available: http://www.learningandteaching.info/teaching/curriculum.htm. [26 September 2012]

Crawley, J. (2006) Itslife – Learning for Teaching Curriculum Issues [Online] Available: http://www.itslifejimbutnotasweknowit.org.uk/curriculum.htm. [26 September 2012]

Infed (2008) Curriculum Theory and Practice. [Online] Available: http://www.infed.org/biblio/b-curric.htm. [26 September 2012]

MODULE: Developing Professional Practice

Atkinson, T. and Claxton, G. (eds.) (2000) The Intuitive Practitioner: On the value of not always knowing what one is doing. Buckingham: Open University Press.

Bradbury, N., Frost, N., Kilminster, S. and Zukas, M. (eds) (2010) Beyond Reflective Practice: New Approaches to Professional Lifelong Learning. London: Routledge.

Kennedy A (2005) ‘Models of Continuing Professional Development: a framework for analysis.’ Journal of In-service Education, Vol. 31, No. 2, pp. 235-250

Fraser et al (2007) ‘Teachers’ continuing professional development: contested concepts understandings and models’. Professional Development in Education Vol.33, No2, p153-169Avis, J., Fisher, R. & Thompson, R. (eds) (2009) Teaching in Lifelong Learning. Maidenhead: Open University Press.

Bolton, G. (2000) Reflective Practice: Writing and Professional Development. London: Paul Chapman Publishing.

30

Esse

ntia

lR

ecom

men

ded

Boud, D., Keogh, R. and Walker, D. (1989) Reflection: Turning Experience into Learning. London: Kogan Page.

Bowell, T. and Kemp, G. (2009) Critical Thinking: A concise guide. Abingdon: Routledge. *D

Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching. Maidenhead: Open University Press.

Campbell, A. & Norton, L. (2007) Learning, Teaching and Assessing in Higher Education. Exeter: Learning Matters.

Cottrell, S. (2003) Skills for Success: The Personal Development Planning Handbook. Basingstoke: Palgrave MacMillan.

Crawley, J. (2005) In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education. London: David Fulton Publishers.

Cunningham, B. (2008) Exploring Professionalism. London. Institute of Education.

Ecclestone, K., Biesta, G. & Hughes, M. (2009) Transitions and Learning through the Life Course. Abingdon: Routledge.

Eraut, M. (1994) Developing Professional Knowledge and Competence. Abingdon: RoutledgeFalmer.

Fry, H., Ketteridge, S. & Marshall, S. (2008) A Handbook for Teaching and Learning in Higher Education; Enhancing Academic Practice. Second Edition. Abingdon: Routledge Falmer. *D

Hillier, Y. (2005) Reflective Teaching in Further and Adult Education. London: Continuum International Publishing Group.

James, D. & Biesta, G. (2007) Improving Learning Cultures in Further Education. Abingdon: Routledge. *D

Light, G. and Cox, R. (2001) Learning and Teaching in Higher Education: The Reflective Professional. London: Paul Chapman Publishers.

Moon, J. (2004) A handbook of reflective and experiential learning. Abingdon: Routledge Falmer.

Parsloe, E, and Leedham, M. (2009) Coaching and Mentoring: Practical methods to Improve Learning. (2nd edition) London: Kogan Page. *D

Robson, J. (2006) Teacher Professionalism in Further and Higher Education. Abingdon: Routledge. *

Roffey-Barentsen, J. and Malthouse, R. (2009) Reflective Practice in the Lifelong Learning Sector. Exeter: Learning Matters.

Scales, P., Pickering, J., Senior, L., Headly, K., Garner, P. and Boulton, H. (2011) Continuing Professional Development in the Lifelong Learning Sector. Maidenhead: Open University Press.

Schön, D. A. (1987) Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Oxford: Jossey-Bass.

Schön, D. A. (2004) The Reflective Practitioner: how professionals think in action. Aldershot: Arena.

Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. Exeter:

31

Learning Matters. *D

Walker, S. and Ryan, M. (May 2005) ICT in Post-Compulsory Education. London: David Fulton.

Journals

Avis, J. (2003) ‘Re-thinking trust in a performative culture: the case of education’, Journal of Education Policy, Vol.18, No.3 pp.315-332

Bathmaker, A-M. & Avis, J. (2005) Is that ‘tingling feeling’ enough? Constructions of teaching and learning in further education. Educational Review 57(1)

Clow, R. (2001) Further educational teachers’ constructions of professionalism. Journal of Vocational Education and Training. Vol.53, No. 3, pp. 407-419

Gleeson, D., Davies, J. & Wheeler, E. (2005) On the making and taking of professionalism in the further education workplace. British Journal of Sociology of Education 26 (4) p445-460.

Robson, J., Bailey, B. & Larkin, S. (2004) Adding Value: investigating the discourse of professionalism adopted by vocational teachers in further education colleges. Journal of Education and Work 17 (2)

Spenceley, L. (2006) ‘Smoke and Mirrors’: an examination of the concept of professionalism within the FE sector. Research in Post-Compulsory Education. 11(3) pp. 289-302.

Tlili, A. (2010) ‘Exploring Professionalism’. Journal of Further and Higher Education. Vol. 34, No. 1 pp. 135-136

Key to E-Books:*D DawsonEra*E Ebrary*ML MyLibrary

32

McMillan€¦ · Web viewYour tutor will provide details of tutorial arrangements in an ... word...

Documents

Transcript of McMillan€¦ · Web viewYour tutor will provide details of tutorial arrangements in an ... word...