Course Catalogue

Being and Becoming 3: exploring assumptions and biases EDUC3108P

  • Academic Session: 2026-27
  • School: School of Education
  • Credits: 20
  • Level: Level 3 (SCQF level 9)
  • Typically Offered: Semester 1
  • Available to Visiting Students: Yes
  • Collaborative Online International Learning: No
  • Curriculum For Life: No

Short Description

The 'Being and Becoming' strand of courses on the MEduc is designed to support students in their development as caring, reflective, enquiring and critically-conscious teachers of children and young people in accordance with the criteria articulated in the Standards for Provisional Registration (General Teaching Council for Scotland (GTCS), 2021). Through the courses students will develop understandings of, and create connections between themselves, their identity and their positionality exploring their evolving 'way of being' as teachers and how this influences their professional practice and values. Each year's course will include content related to the broad themes of flourishing, inclusion and social justice as students explore further the various and diverse realities which impact the learning environment. In Being and Becoming 3 there will be a focus on challenging assumptions including those related to Additional Support Needs and diversity.

Timetable

20 hours face to face with a blend of lectures and seminars.

Requirements of Entry

Recommended: Being and Becoming 2

 

International students must have approval from Education Study Abroad Coordinator

Excluded Courses

None

Co-requisites

None

Assessment

Assessment

70% project output (1400 words - take an aspect of the course and develop a training/information resource on it)

30% written assignment (reflection on a group podcast on 'being a teacher in Scotland in the 21st century' (600 words equivalent)

Course Aims

The aim of this course is to develop students' dispositions as critically-conscious, culturally-responsive, enquiring and reflective educators. They will reflect on core concepts related to diversity including different additional support needs. Students will continue to challenge personal assumptions, values and beliefs about learning and education, as well as make connections between core concepts around inclusion and social justice and their own development as a learner through personal and professional reflection.

Intended Learning Outcomes of Course

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

1. Adopt and apply a reflective, enquiring and critically-conscious stance towards diversity in the classroom

2. Evaluate differing perspectives on neurodiversity within educational contexts

3. Analyse how assumptions and bias shape professional identity and actions

Minimum Requirement for Award of Credits

No exceptions