ED4051: DEVELOPING PROFESSIONAL PRACTICE FOR TEACHING IN SCOTLAND (2016-2017)

Aims

This programme aims to engage learners in developing an insight of the Scottish Education system, current policy and curriculum drivers that impact on professional practice of teachers and to engage in developing a critical understanding of research, policy and practice and identifying the implications for own practice.

Outcomes

• enhance critical understanding of the Scottish Education system from political, economic and social considerations

• review inclusive practice in Scottish schools

• develop critical self-analyse as an inclusive practitioner

• reflect, evaluate, challenge and respond to significant issues in education

• demonstrate commitment to continuous professional development through professional enquiry

Content

1. The Scottish context: Policies, Philosophies and Principles underpinning learning and teaching

• Scottish education in an international context

• Policy agendas and national drivers of education in Scotland

• The current curriculum and responsibilities for all teachers (Literacy, Numeracy, and Health and Well-being, Developing Scotland’s Young workforce etc)

• Social Justice and Inclusion

2. Critical perspectives on professional learning and development

• Models of professional learning

• Critical enquiry as a process for professional learning

• Developing as a critically reflective teacher

• Being an agent of change

Information on contact teaching time is available from the course guide.

More Information about Week Numbers

1st Attempt

• 5000-word assignment (or equivalent) critically reflecting policy and practice for social inclusion within a curriculum context relevant to own professional setting. Distinct aspects of the assignment will include:
• Drawing from formative engagement within the online course discussions, and evidence of practice
• 2500-word critique of policy and related literature of influences on Scottish education (50%)
• 2500-word critical reflection on the implications for practice within own context setting (50%)

Resit

• Resubmission of any of the above assessment elements.

Peer and tutor feedback within online discussion (peer responses) and reflection on evidence of practice (e-portfolio response by tutor).