EDMPRT: The Reflective Teacher

Module code: EDMPRT

Module provider: Institute of Education

Credits: 20

Level: 7

When you'll be taught: Semester 1

Module convenor: Dr Catherine Foley, email: c.m.foley@reading.ac.uk

Module co-convenor: Mr Mark Aitchison, email: mark.aitchison@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 18 November 2024

Overview

Module aims and purpose

This module is designed to complement students’ practical experience of teaching and leading learning in schools and settings. It forms an introduction to study at master's level and to using research in order to deepen reflective practice. It provides an opportunity for them to consider in depth an aspect of pedagogy, drawing on research to inform and evaluate their practice.

Aims

• To further develop knowledge and skills in a named aspect of teaching and learning informed by research literature, national and international policy and observed practice.
• To develop critical and reflective practice around teaching and learning.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Demonstrate critical evaluation of approaches to teaching based on observations as well as research-based and professional literature, preparing for more extended work at master’s level
2. Respond critically to educational topics and methodology in research literature and official guidance and documentation. 
3. Present an argument that is supported by recent and/or relevant and correctly-referenced evidence
4. Demonstrate how they have developed their knowledge and skills in a particular aspect of teaching and learning based on evidence from the research literature as well as observation of and application to practice
5. Demonstrate critical understanding of a named aspect of pedagogy as it impacts children’s outcomes, showing development of their practical teaching
6. Demonstrate critical and reflective writing

Module content

• Structure of the assignment, writing at MA level, referencing and academic integrity
• Overview of assessment topic options including (but not limited to) topics such as: effective behaviour management (can include motivation, engagement, mindset, self-efficacy, attribution, sanction and reward), factors that contribute to effective learning in groups or through the use of talk (can include dialogic teaching, collaborative learning, group dynamics, learning communities), effective inclusion (can include a discussion on diversity, teacher expectations, peer mentoring and the impact of the environment)
• Observing, analysing and reflecting upon practice
• Writing Critical Reflections

Structure

Teaching and learning methods

This module will include a blend of face to face sessions and online teaching for content delivery. The teaching sessions will be supported by screen cast videos for independent review and reference. As students are on placements in school, optional drop in sessions and/or group tutorials will be offered online to offer support before submission deadlines and to discuss formative feedback.

Study hours

At least 20 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Students will submit Part A of their written assignment (Introduction and literature review: 2000 words) for formative feedback.

Reassessment

Additional costs