Please note: there may be some adjustments to the teaching arrangements published in the course catalogue for 2020-21. Given current circumstances related to the Covid-19 pandemic it is anticipated that some usual arrangements for teaching on campus will be modified to ensure the safety and wellbeing of students and staff on campus; further adjustments may also be necessary, or beneficial, during the course of the academic year as national requirements relating to management of the pandemic are revised.

Teacher Education 3 EDUC3064

  • Academic Session: 2020-21
  • School: School of Education
  • Credits: 20
  • Level: Level 3 (SCQF level 9)
  • Typically Offered: Runs Throughout Semesters 1 and 2
  • Available to Visiting Students: No
  • Available to Erasmus Students: No

Short Description

This course addresses generic aspects of teacher education. Students will engage education in a wider social context, looking at class, ethnicity and gender in relation to education and attainment. Students will also engage with curriculum theory, the history of Scotland's curriculum, and will engage in this context with the contemporary architecture and arrangements of national curriculum policy. Leadership within learning and educational contexts will be explored.

Timetable

Weekly, taking into account periods when students are off campus on school experience or learning at other sites.

Requirements of Entry

Mandatory Entry Requirements

Teacher Education 2 (unless direct entry)

Recommended Entry Requirements

Excluded Courses

None

Co-requisites

School Experience 3

Assessment

Assessment

The course will be assessed through the combination of three elements:

Generic Teacher Education

Examination (1 hour) (35%)

Written Assignment (1000 words) (35%)

Preparation School Experience

Project or assignment (500 words or equivalent) (30%)

 

Students must achieve a minimum grade of D3 for both School Experience Preparation and Generic Teacher Education. Students can be required to resist one or more of the assessment elements.

Reassessment

In accordance with the University's Code of Assessment reassessments are normally set for all courses which do not contribute to the honours classifications. 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 are listed below in this box.

Main Assessment In: April/May

Course Aims

Teacher education in year three, across all concurrent programmes, extends learning and engagement into the important areas of curriculum, leadership and learning technologies. Students will engage with perspectives and theories in attempting to understand the relationship between education and society and the challenges to professional values and practices that result. Understanding research, its contribution to education, and how to locate and review literature will be introduced. Students will also prepare for school experience in the context of the approaches to teaching and learning together with specialist knowledge and skills required by their subject.

 

This course supports students to develop knowledge and understanding to enable them to meet the elements of the Standard for Provisional Registration as set out below:

 

1 Professional Values and Personal Commitment

 

2.1.1 Have knowledge and understanding of the nature of the curriculum and its development

2.1.2 Have knowledge and understanding of the relevant area(s) of pre-school, primary or secondary curriculum

2.1.4 Have knowledge and understanding of contexts for learning to fulfil their responsibilities in literacy, numeracy, health and wellbeing and interdisciplinary learning

2.1.5 Have knowledge and understanding of the principles of assessment, recording and reporting

2.2.1 Have knowledge and understanding of the principal features of the education system, educational policy and practice

2.2.2 Have knowledge and understanding of the schools and learning communities in which they teach and their own professional responsibilities within them

2.3.1 Have knowledge and understanding of relevant educational principles and pedagogical theories to inform professional practices

2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry

3.1.1 Plan coherent, progressive and stimulating teaching programmes which match learners' needs and abilities

3.1.2 Communicate effectively and interact productively with learners, individually and collectively.

3.1.3 Employ a range of teaching strategies and resources to meet the needs and abilities of learners

3.1.4 Have high expectations of all learners

3.1.5 Work effectively in partnership in order to promote learning and wellbeing

3.2.1 Create a safe, caring, and purposeful learning environment

3.2.2 Develop positive relationships and positive behaviour strategies

3.3.1 Use assessment, recording and reporting as an integral part of the teaching process to support and enhance learning.

3.4.1 Read and critically engage with professional literature, educational research and policy

3.4.2 Engage in reflective practice to develop and advance career long professional learning and expertise

Intended Learning Outcomes of Course

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

1. Demonstrate knowledge and understanding of curriculum theory together with the history, rationale and structure of Scotland's current arrangements.

2. Recognise and begin to reflect on aspects of practice made effective by leadership in learning and learning technologies.

3. Display an understanding of the complex relationship between education and society, including such issues as social class, gender, ethnicity, racism, poverty and deprivation. Students should also be able to identify and consider some of the main theories, arising from the sociology of education, offered to explain differing educational outcomes.

4. Exhibit an emergent understanding of research, its contribution to education, and at an appropriate level, know how to access and review relevant research in developing practice and practitioner enquiry.

5. In preparation for teaching practice, focused on a number of levels of school, engage with, and display, the necessary knowledge and skills required within their subject domains.

Minimum Requirement for Award of Credits

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

Students must have an 80% attendance or better. The assessment has two aspects; generic teacher education and subject specific preparation for school experience. Students must achieve at least a D3 in both parts of the course (generic teacher education and preparation for school experience); one or both parts can require resubmission.