TE7057 - Professionalism & Inclusive Practice

What will I learn on this module?

This module will develop your knowledge and understanding of a range of learning and teaching issues related to current practice in primary education. You will learn about the nature of pedagogy and how it is central to your professional practice as a teacher and be encouraged to make links between theory and practice by reflecting on your observations and experience in the classroom. Your learning will be set within the context of contemporary issues such as:
• Equality, Inclusion & Diversity in Education
• Behaviour for Learning
• Assessment: Principles & Practice
• Safeguarding
• Cultural & Political perspectives of Education
• Theoretical Principles, Learning & Children
• Professional Responsibility & Practice

How will I learn on this module?

You will learn through a combination of university-based and school-based opportunities that aim to underpin professional learning with academic knowledge and critical understanding. Lectures, seminars, tutorials and workshops will provide you with opportunities to reflect on your school-based experience and develop an appreciation of the importance of integrating practice and formal theory. Your learning will be situated in a distinct ‘community of practice’ where experiential, collaborative and individualised strategies will enable you to develop the personal, professional and transferable skills associated with outstanding newly qualified teachers. The expertise and experience of University based tutors together with visiting head teachers and school leaders will ensure your learning is grounded in current best practice. In addition to tutor led sessions you will be directed and supported in your individual study as you seek to develop a critical and well-informed understanding of the nature of primary education in contemporary society. You will be encouraged to make full use of established social and professional networking tools in addition to the online resources provided by the University to enhance your learning and support your academic and professional development. A central aspect of this will be the utilisation of the eLP and Pebble+ through which you will create an Individual Learning and Development Portfolio (ILDP) that will help you to track your progress against Teachers’ Standards (2012) and aid your transition to employment.

How will I be supported academically on this module?

You will be well supported through lectures and seminars to develop your criticality of the topics within this module. You will be provided with detailed guidance on how to use Pebble+ to document your professional development and learning and signposted to some of the key reading to support your thinking. You will be allocated a personal guidance tutor who will support you throughout the year through tutorial sessions and 1-1 guidance as required. All key reading resources which will be needed for taught sessions will be provided through the Elp. A central feature the academic support available to you is the service provided by the University Library. This 24/7 service caters for all your learning needs and has extensive access to electronic texts and tutorials that will also support your learning in this module. As much of the time is spent in school, the electronic access will be of particular benefit to you.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

By the end of this module you will have:
Knowledge & Understanding:
• demonstrated knowledge and critical understanding of theories and models of learning in relation to primary education;
• developed a critical understanding of the relationship between policy, pedagogy and professionalism;
• Developed knowledge and critical understanding of contemporary issues and how they impact on your practice and children’s learning;
Intellectual / Professional skills & abilities:
• systematically investigated and critically reflected upon the underpinning ideologies, philosophies and perspectives of education and how these impact upon primary education;
• critically analysed and debated the role of the primary teacher and the nature of professionalism in this context;
Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
• reflected on and improved your practice, taking responsibility for identifying and meeting your developing professional needs;
• be able to identify and comment reflectively upon the values which underpin primary education in the UK.

How will I be assessed?

Formative Assessment (Semester 1)

Students will be supported in setting up their ILDP (Individual Learning & Development Portfolio) at the beginning of their training. Throughout Semester 1 students will log their experience and learning using the templates that form the structure of the ILDP and begin to build an evidence base linked to the ITE Core Content Framework and ultimately, the Teachers’ Standards (2012). Personal Guidance Tutors provide guidance and support throughout the Autumn Term and give formal, formative feedback at the end of Semester 1.
(IPSA 1,2)

Summative Assessment (End of Semester 2)
Presentation of completed ILDP & Professional Viva
The student will present this to a tutor/moderator as their evidence base of academic and professional learning. The assessment criteria is aligned to the Teachers’ Standards (2012) and MLOs:
KU (1,2, 3) IPSA (1,2), PVA (1,2)

Alternative Summative Assessment – only to be used if a student wishes to exit with a Graduate/Post Graduate Certificate in Education Studies without a recommendation for Qualified Teacher Status
Both of the following components result in one overall grade:

1. Case Study response:
A scenario based critical incident requiring a written response.
2. Written assignment: a critical analysis of issues introduced by the case study in part 1.
KU (1,2,3); IPSA (1,2,3) PVA (1,2)

4000words
In addition to % grade you will receive detailed, formative feedback to support your ongoing academic work.

Pre-requisite(s)

Good honours degree

Co-requisite(s)

PGCE Primary Modules:
• LTA
• PPP
• CCC

Module abstract

‘Professionalism and Inclusive Practice’ is the module that will help you to fully understand the role of the Primary teacher. You will be guided and supported by the tutor team, including partnership staff, as you reflect on your school based experiences and develop an informed perspective as you learn about contemporary issues facing primary education. Your employability will be strengthened as a result of your learning in this module and you will develop a critical understanding of how research at the forefront of the discipline supports your professional capacity and effectiveness in the classroom. Annual student feedback suggests that this module impacts significantly on learning and directly supports their evidence towards the Teachers’ Standards (2012) and award of Qualified Teacher Status.

Course info

Credits 30

Level of Study Postgraduate

Mode of Study 1 year full-time

Department Social Work, Education and Community Wellbeing

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2023

Fee Information

Module Information

All information on this course page is accurate at the time of viewing.

Our Campus based courses starting in 2022 and 2023 will be delivered on-campus with supporting online learning content. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to adjust the delivery of our education accordingly to ensure the health and safety of our students and staff.

On-campus contact time is subject to increase or decrease in line with any additional restrictions, which may be imposed by the Government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors. This could potentially mean increased or fully online delivery, should such restrictions on in-person contact time be required.

 

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