Module Title: Teaching a Specialist Subject

Transcription

1 MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training and Engineering Education Module Code: TMPOTK1NLM TMPET12NLM Course Title: MA teacher of engineering Credit rating: 2 Credits at M level 2 Name of institution: Dunaujvaros College Name of Department: Teacher Training and Engineering Education Course Title: MA teacher of engineering Credit rating: 2 Credits at M level 3 Name of institution: University of Huddersfield Name of School: Education and Professional Development Name of Department: Post Compulsory Education and Training Course Title: Postgraduate Certificate in Education Credit rating: 10 Credits at M level 3 Name of institution: Lisbon University Name of Department: Education Course Title: Postgraduate Certificate in Education Credit rating: 4 Credits at M level 4 Name of institution: Tampere University of Applied Sciences (TAMK) Name of Department: TAOKK Course Title: Qualifying studies for vocational teachers Credit rating: 4 Credits at M level

2 Learning methods: Tutor led activities (16 hours) Independent Study and Research (32 hours) Assessment (32 hours) Pre-requisites: None Graded or Non-graded: Non-graded Module Synopsis: This module builds on previously gained generic and subject specialist pedagogical knowledge in two ways. Firstly, it contributes to the development of more advanced strategies and methods for promoting learning and, secondly, it involves a sharper focus on specific specialist areas and the critical analysis of their pedagogy. The module achieves these purposes by enhancing the ability to reflect critically on, and to evaluate, teaching and learning; by recognising particular curriculum and professional challenges; and by developing critical responses to these concerns in sophisticated, innovative and creative ways. It places subject specialist pedagogy within an epistemological context and develops a critical awareness of recent literature dealing with teaching and learning in the specialist area. A key learning activity of the module is the engagement with other specialists through collaborative experiences. Outline syllabus: The concept of advanced practice in teaching a specialism. Critical analysis of innovation and creativity in teaching a specialist subject. Processes of reflection and evaluation and their place in teaching and learning. Critical analysis of the notions of specialism and subject specialist pedagogy, including critiques of discipline-based knowledge. Critical analysis of characteristics of the specialist subject area (e.g. the nature of its knowledge, methodology and application). Key pedagogical principles relating to the specialist area and their implications for teaching, learning and assessment. The support and enhancement of learning in the specialist area by means of ICT. New developments in the specialist area. Investigation of recent literature and other resources for specialist teaching and learning, including: learning materials and equipment; books, journals and online resources;

3 Associate Online; other ICT resources. Analysis of health and safety issues in the specialist area. Investigation of specialist professional organisations. Issues of equality, diversity and inclusiveness in relation to teaching in the specialist area. Learning Outcomes: Knowledge and Understanding: 1. Critically reviews key pedagogical principles in the specialist area and their implications for teaching and learning. 2. Critically analyses the epistemological basis of the specialist area 3. Discusses ways in which learning can be supported or enhanced through the application of ICT and other new technologies 4. Critically analyses new developments impacting on professional practice within the specialist area Abilities: 1. Achieves an acceptable standard of professional practice, including respect for diversity and the ability to establish an inclusive learning environment 2. Collaborates with other specialists to develop own professional practice 3. Chooses appropriate teaching strategies and methods within a specialist area and supports learners' needs, particularly in relation to language, literacy and numeracy 4. Critically reflects on innovative and creative approaches to teaching and learning within the specialist area Assessment Strategy: Formative Assessment: Up to two weeks before the final submission date, students will have the opportunity to submit a draft of the summative assessment task submissions, for detailed comment from the tutor. Summative Assessment: Assessment Tasks: 1. A structured reflective journal (of approximately 2000 words), containing reflective tasks dealing with the critical evaluation of issues including: engagement with specialist peers; integration of ICT; subject specialist pedagogy. The journal will refer to appropriate literature and will be supported by evidence drawn from records of the student s own specialist activity (e.g. lesson evaluations, lesson plans, records of specialist networking).

4 2. A Conference Paper discussing a project undertaken by the trainee on teaching and learning within the specialist area. The paper will be of approximately 2,000 words, will contain a literature review critically discussing current epistemological and pedagogical issues within the specialist area, and will be presented at an appropriate academic or professional conference. Assessment Criteria: The assessments must meet the Masters level assessment criteria. Learning Strategy Learning in the module is based on a range of strategies including experiential learning, lectures, seminars, student presentations, small-group work and the use of a VLE such as Moodle or Blackboard. Experiential learning is based on teaching practice (or teaching observation), supported by reflection and evaluation. Constructive feedback on observed teaching sessions. Discussions with a specialist mentor. Facilities such as those provided by the Associate Online project are key elements of the learning strategy and are used to establish and maintain contacts between specialists both nationally and internationally based, as well as to provide access to high-quality resources for specialist teaching and learning. Another element of the learning strategy is attendance at a conference, organised in the local institution. During the conference trainees take part in specialist group activities led by tutors with appropriate expertise. Trainees and tutors will engage both prior to and following the seminar by means of Specialist Online Communities such as those supported by Associate Online. Detailed Syllabus The module is presented in three sections to enable successful completion of the various components: SECTION 1: Key issues in the teaching of your specialist subject Philosophy and aims of education and training within the specialism National and international developments in the specialism Critical analysis of characteristics of the specialist subject area (e.g. the nature of its knowledge, methodology and application). Key pedagogical principles relating to the specialist area and their implications for teaching, learning and assessment. Key curriculum issues related to the specialism and its vocational applications. Investigation into courses within the specialism - aims, objectives, delivery and assessment, content and levels possible progression routes for learners.

5 SECTION 2: Planning and Organising teaching and learning in the specialist area The concept of advanced practice in teaching a specialism. Critical analysis of innovation and creativity in teaching a specialist subject. Processes of reflection and evaluation and their place in teaching and learning. Critical analysis of the notions of specialism and subject specialist pedagogy, including critiques of discipline-based knowledge. Choosing and critically evaluating a range of teaching and learning methods appropriate for the specialist subject. Issues of equity, diversity and inclusivity in relation to teaching in the specialist area. Integration of ICT and other key skills into the subject specialist teaching. Analysis of health and safety issues in the specialist area. SECTION 3: Literature and Resources for teaching the specialism Investigation of recent literature and other resources for specialist teaching and learning, including: learning materials and equipment; books, journals and online resources; Associate Online; other ICT resources. Use and critical evaluation of teaching and learning resources. Opportunities for professional development in the specialism: investigation of professional organisations and networks. Indicative References Atkinson, T and Claxton, G (Eds.) (2000) The Intuitive Practitioner: on the value of not always knowing what one is doing. Maidenhead: Open University Press. Brookfield, S (2006) The Skillful Teacher: On Technique, Trust and Responsiveness in the Classroom. San Francisco: Jossey Bass Wiley. Craft, A, Jeffrey, B and Leibling, M (Eds.) (2001) Creativity in Education, London, Continuum Fisher, R and Webb, K (2006) Subject specialist pedagogy and initial teacher training for the Learning and Skills sector in England, Journal of Further and Higher Education, Vol. 30, No. 4, pp Hillier, Y (2005) (2 nd Ed.) Reflective Teaching in Further and Adult Education. London: Continuum International Publishing Group. Jarvis, P (2002) The Theory and Practice of Teaching. London: Kogan Page. Jeffrey, B (2003) Countering Learner Instrumentalism through Creative Mediation, British Educational Research Journal, Vol. 29, No. 4, pp Lyotard, J-F (1979) From The Postmodern Condition: A Report on Knowledge, in Cahoone, L (Ed.) (2003) From Modernism to Postmodernism: An Anthology (2 nd Ed.), pp Oxford: Blackwell. Moon, J A (2000) Reflection in Learning and Professional Development: Theory and Practice. London: Routledge Falmer.

6 Petty, G (2006) Evidence Based Teaching: A Practical Approach. Cheltenham: Nelson Thornes. Sternberg, R J (Ed.) (1999) Handbook of Creativity. Cambridge: Cambridge University Press Indicative Websites The Higher Education Academy, Lifelong Learning UK, Encyclopaedia of Informal Education,