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The course has been developed to enhance the understanding of students of primary education in Scotland and beyond, the role of the teacher in the system and how that role might be best developed. It aims to sensitize students to important issues of teacher professionalism and identity and give them an understanding of what it means to be a teacher in the 21st century. Unlike previous courses on the MAPE programme, this course explores the art of teaching from a sociological perspective. It also supports understanding of the professional development agenda, including the need for CPD over the career span. It prepares students for professional learning leading to achievement of the Standard for Full Registration.

1 x 2-hour lecture weekly,

1 x 1-hour seminar weekly

Entry to Year 4 of the MA Honours Primary Education with Teaching Qualification.

None

None

Assignment (50%)

Short answer test mid-term (15%)

Examination (35%)

Reassessments are normally available for all courses, except those which contribute to the Honours classification. For non-Honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions for this course are described below.

MA Primary Education Honours students who fail to attain the threshold shall be afforded the re-assessment opportunities outlined in 16.7 and 16.8 of the University Code of Assessment in order to meet the requirements of the professional body (General Teaching Council for Scotland). The original grade only shall contribute to the honours classification.

The course aims to:

1. provide an important contextualisation for teacher professionalism within the wider political and social context locally, nationally and internationally

2. critically reflect the professional development agenda

3. highlight key historical events and developments which impact on teacher professionalism

4. provide an understanding of the teacher's role and responsibilities within schools, communities and educational / social achievement. 

By the end of this course students will be able to:

1. demonstrate a critical understanding of teacher professional identity and development

2. gain an understanding of, and commitment to, the professional development agenda

3. critically analyse their professional roles and responsibilities within the wider social and political context

4. select and reflect critically upon different perspectives in relevant literature, policies, guidance and legislation, using these to present coherent arguments in class, group discussions and assignments

Normally students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.