EDU8056 : Professional Practice A
- Offered for Year: 2024/25
- Module Leader(s): Dr Wilma Barrow
- Lecturer: Dr Richard Parker
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| Semester 2 Credit Value: | 20 |
| ECTS Credits: | 15.0 |
| European Credit Transfer System | |
Aims
To provide students with opportunities to observe and work alongside fully qualified Educational Psychologists in Local Authority (Children’s Services) settings;
To experience professional supervision and coaching and begin to develop requisite proficiencies for professional practice and reflection, and for supporting personal health and wellbeing.
To develp students’ understanding of and ability to practise within the legal and ethical boundaries of their profession (including safeguarding, duty of care, recognition of power imbalances, and relevant professional policies and guidelines)
The portfolio and placement assessment should show that over the course of the placement the TEP has gained knowledge, understanding and has evidenced the development of professional competencies and proficiencies as set out in the programme competencies framework.
Establishing the requirements for and benefits of the services of an educational psychologist; Establishing, developing and maintaining good professional relationships with clients and colleagues
Planning, delivering, monitoring and evaluating appropriate services;
Demonstrating critical and ethical stance toward their professional work; and to
evidence (using the Core Competency Framework) the development of BPS Competencies and HCPC Proficiencies and reflect on learning through the achievement of these professional competence.
Outline Of Syllabus
The second practice placement portfolio requires students to show that they have undertaken, reflected on and reported the continuing development of their professional practice. In doing so, a student will need to demonstrate a critical awareness of ethical professional issues and of the application of psychological theory and research evidence. This will involve more scrupulous analysis and evidence of how professional involvement was formulated, negotiated and undertaken. Students will also be expected to summarise the evidence of the ongoing development of their professional competence and proficiencies with reference to the framework of competency derived from the BPS Competencies and The Health and Care Professions Council Standards of Proficiency (2023).
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Guided Independent Study | Assessment preparation and completion | 1 | 80:00 | 80:00 | N/A |
| Placement/Study Abroad | Employer-based learning | 1 | 160:00 | 160:00 | N/A |
| Scheduled Learning And Teaching Activities | Small group teaching | 10 | 1:00 | 10:00 | N/A |
| Guided Independent Study | Independent study | 1 | 40:00 | 40:00 | N/A |
| Scheduled Learning And Teaching Activities | Dissertation/project related supervision | 10 | 1:00 | 10:00 | Tutorial |
| Total | 300:00 |
Teaching Rationale And Relationship
Rationale and relationship to learning outcomes: Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The portfolio requires consolidation, reflection, distillation and communication.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Portfolio | 2 | M | 100 | A portfolio with a detailed practice note of up to 5,000 words plus specified contents (learning objectives, placement diary, supervision log with monthly reflections on learning in supervision, completed competency framework). |
Assessment Rationale And Relationship
Written formative and summative feedback is given to each student. Students are then required to indicate in the next portfolio how they have addressed points for development.
Presentation and discussion in seminars outlines the field and areas for enquiry. Enquiry Based Learning (EBL) requires group work, research and synthesis. Professional Fieldwork Practice provides context and active engagement. The portfolio requires consolidation, reflection, distillation and communication.
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8056's Timetable