• Offered for Year: 2024/25

• Module Leader(s): Mrs Susan O'Hagan
• Lecturer: Mr Fred Clark, Dr Gail Edwards

• 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.

Aims

This module creates a critical link between the student teachers’ understanding of school-based practice context and theory, research and policy related to pedagogy. Students develop knowledge and professional expertise in subject teaching through analysing the practice of other teachers and evaluating and reflecting on their own teaching as it evolves.

a) To provide a theoretical and practical grounding in approaches to teaching and learning
b) To ensure students can demonstrate the attributes, skills, knowledge and understanding that make up the Teachers’ Standards for Qualified Teacher Status as set out by the Department of Education
c) To enable students to develop as critical and analytical teachers through their reflective practice and engagement with research related to subject pedagogic knowledge and pedagogic practices
d) To allow students to develop as new teachers within the context of a subject department and through engagement in observation, teaching, reflection self-evaluation and mentoring
e) To enable students to enter the teacher profession with the capacity to continue to explore and develop pedagogic practices within changing policy frameworks and contexts

Outline Of Syllabus

Understanding what is meant by subject pedagogy
The nature of knowledge and its role in developing pedagogy
Influences on pupils’ learning and learning outcomes
How teachers can draw on theory and research to support their own pedagogic practices
The role of policy in creating a curricular framework for teaching and learning
Learning from observing teaching in school contexts
Planning lessons and understanding learning outcomes
The use of reflective and evaluative enquiry tools to understand the efficacy of teaching practices and how they can be improved through self-study

Teaching Methods

Teaching Activities

Teaching Rationale And Relationship

It is important that students develop a knowledge and understanding of the varied contexts and perspectives relevant to their own development as subject specialists and reflective practitioners. This requires not only an awareness and capacity to engage with various theoretical ideas and concepts, but importantly the opportunity to debate and reflect on the meaning and implications of such ideas for their own situation and practice. Integrated readings introduce key issues and contexts from research, theory and practice which form the basis for taught sessions where students are able to discuss and reflect upon these questions in an informed way. The taught sessions introduce both pedagogical theory and methods, and tools for planning and evaluating teaching and learning. These can then be used by the students during their future teaching placements. Their emerging understanding of practitioner enquiry is consistent across modules and combines professional learning with criticality and evaluative skills. It also forms a means through which student teachers access the Teachers' Standards.

Assessment Methods

The format of resits will be determined by the Board of Examiners

Other Assessment

Assessment Rationale And Relationship

This assessment will enable students to address particular Teachers’ Standards through critical engagement with, and evaluation of, relevant research and theory in relation to the ideas discussed during the module and to identify the implications for their own understanding, situation and practice. At the same time this form of assessment permits evaluation of the student’s ability to construct and communicate a coherent argument using the standard conventions of academic writing in relation to issues raised in the module.

Section 1 of the portfolio will relate to students’ learning as a result of initial visits or online engagement to schools during which they will observe either face to face or online teaching and enter into discussions with teachers. It will also demand critical engagement with relevant literature.

Section 2 of the portfolio will relate to students’ first period of teaching either face to face or online during which they will plan and evaluate their own lessons using a variety of appropriate techniques and and tools.

Both sections orientate the student towards an understanding of subject pedagogy.

Reading Lists

• EDU8324's Reading List

Timetable

• Timetable Website: www.ncl.ac.uk/timetable/
• EDU8324's Timetable