EDMPPS-Professional Studies: the Reflective Practitioner

Module Provider: Institute of Education
Number of credits: 40 [20 ECTS credits]
Level:7
Terms in which taught: Autumn / Spring / Summer module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Placement opportunity: Micro placement
Current from: 2021/2

Module Convenor: Prof Catherine Tissot
Email: c.tissot@reading.ac.uk

Type of module:

Summary module description:

This module is linked with school experiences and requires critical analytical reflection of practice. There is a focus on evaluating the process of planning and teaching to promote an inclusive and enabling environment that celebrates diversity. Trainees are expected to develop their understanding of the curriculum/framework for the particular age ranges, and most appropriate environment for teaching and learning. The role of the teacher, children’s development and learning and implementation of the curriculum/frameworks will be studied in detail. Those following the primary mathematics specialist (SSPIP) route will focus upon how an identified need relates to a child’s mathematical learning and development.

Aims:
􀀕 To consider the nature of inclusive practice and diversity in the classroom
􀀕 To constructively and critically reflect on practice to develop and improve teaching and learning
􀀕 To develop an appropriate understanding of how research and recent literature inform and improve teaching and learning
􀀕 To develop an appropriate understanding of the effectiveness of organisational arrangements within and beyond schools
􀀕 To develop an appropriate understanding of how research and recent literature inform professional values and practice

Assessable learning outcomes:
On successful completion students will:
􀀕 Demonstrate critical awareness of curriculum, assessment and teaching methods and their continuity
􀀕 Demonstrate critical awareness of issues around inclusive practice and diversity
􀀕 Relate reflective analysis to the principles of effective teaching and learning
􀀕 Critically evaluate reading in terms of the quality of argument and evidence versus opinion
􀀕 In relation to one subject or one key stage, to identify and underst and the key factors in school improvement and teachers􀀒 professional development.

Additional outcomes:
This module will provide evidence towards achievement of the Teachersô€€’ Standards.

Outline content:
The module content will examine the discourses and dialogues around inclusive practice and the creation of an enabling environment to celebrate diversity and enhance learning, within the EY and primary phase. The impact of recent research and literature, as well as national initiatives, will be evaluated. Links to practice will be made, with a focus on the professional development of the trainee.

Global context:
All schools engage with the global citizenship agenda.

Brief description of teaching and learning methods:
The module is delivered through a combination of e-learning and taught elements. School experience will contribute to achievement of the outcomes.

Summative assessment- Examinations:
n/a

Summative assessment- Coursework and in-class tests:

8,000 word case study on a chosen child. ÌýÌýÌýIn the case of those following the primary mathematics specialist (SSPIP) route, the case study must focus on how the identified need relates to the identified child’s mathematical learning and development.

Formative assessment methods:
Engagement with school-based tasks.

Penalties for late submission:

The below information applies to students on taught programmes except those on Postgraduate Flexible programmes. Penalties for late submission, and the associated procedures, which apply to Postgraduate Flexible programmes are specified in the policy 􀀓Penalties for late submission for Postgraduate Flexible programmes􀀔, which can be found here: