Course Catalogue

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This course addresses generic aspects of teacher education. Students will engage with professionalism, questions of quality in compulsory education, and on key aspects, institutions and governance arrangements within the Scottish system.

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

Mandatory Entry Requirements

Teacher Education 2 and 3

None

School Experience

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.

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. 

This course of generic teacher education has a strong focus on professionalism, questions of quality in compulsory education, and on key aspects, institutions and governance arrangements within the Scottish system. Students will be given the opportunity to research, present and critically engage with a range of the most pressing contemporary issues in the national system of education.

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

The course will also develop the following graduate attributes: Subject Specialists; Investigative; Resourceful and Responsible; Confident; Adaptable; Reflective Learners.

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

1. Demonstrate knowledge and understanding of theory and policy around quality in education and government concerns with system performance in a global context.

2. Display an understanding of the key institutions, governance arrangements and policy systems within Scotland's education system, including the GTCS and HMIE.

3. Recognise and begin to reflect on essential aspects of teacher professionalism and continuous professional learning.

4. Exhibit an understanding of the design and requirements of the Induction Year, in the context of career planning and career long professional learning.

5. Research, synthesise, present and critically engage with a contemporary issue in education identified within the national context.

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.