ED3FRP-The Reflective Practitioner

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:6
Terms in which taught: Autumn / Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Placement opportunity: Micro placement
Module version for: 2016/7

Module Convenor: Dr Geoff Taggart

Email: g.taggart@reading.ac.uk

Summary module description:
This module introduces approaches to reflective practice and uses them to focus upon the concept and practice of care in education and early years work. It promotes the use of ‘reflective practice’ as a tool to evaluate and improve student’s performance and that of the team in which they work. Because of the focus on care, models of professional reflection from the fields of health and social work are used. Through a range of University-based lectures, presentations and workshops, combined with work-based tasks and experience, students are expected to develop their understanding of the adult’s role in supporting children’s holistic development. The module will consider the effectiveness of different models of Continuing Professional Development, including mentoring, coaching and supervision.

Aims:
•To draw on theories of reflective practice
•To analyse critical incidents in order to evaluate the impact of own practice
•To outline sources of continuing professional development and take responsibility for identifying and meeting own professional development needs.
•To take a creative and constructively critical approach towards innovation and adapt practice if benefits and improvements are identified.

Assessable learning outcomes:
•Identify the key principles of reflective practice and apply them to generate effective solutions
•Identify and define ways in which practice has developed through reflection and be able to communicate this effectively
•Demonstrate commitment to self-awareness through reflection on personal skills and attributes
•Critically evaluate professional literature in terms of evidence versus opinion
•Identify, critically evaluate and apply the key factors for improvement and professional development, linking theory to practice.

Additional outcomes:
•Develop a professional approach to personal development
•Identify strategies and techniques for personal and professional development
•Influence the professional practice of others
•Understand the contribution of other professionals to children’s physical and emotional well-being, development and learning
•Reflect on mindfulness as a strategy to enhance reflective practice

Outline content:
The reflective practitioner.
Issues connected with care and caring (gender, power and class).
The impact of recent research and literature, linked to national and local initiatives, with a focus on a particular curriculum area or age range.
Evaluating provision.
Prioritising and Goal Setting.
Delegating and monitoring progress.
Communicating with others.
Mentoring and Coaching.
Developing strategies within the curriculum to promote a curriculum area or aspect of development.
Reviewing, evaluating and developing resources and provision.
Personal Professional Development.

Brief description of teaching and learning methods:
Online materials will support a combination of lectures, seminars, group discussions, peer presentations, case studies, simulations and independent research. Complementary work based tasks, independent activities and directed tasks will contribute to the achievement of the intended learning outcomes.

Contact hours:
  Autumn Spring Summer
Lectures 15 15
Tutorials 5 5
Guided independent study 40 40
Placement 40 40
       
Total hours by term 100.00 100.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 80
Portfolio 20

Other information on summative assessment:
Written assignment (2,000 words)
An e-portfolio which includes reflections on both work based and theoretical tasks (1,000 words)

Formative assessment methods:
Mid-year feedback from personal tutors on e-portfolio

Penalties for late submission:
The Module Convenor will apply the following penalties for work submitted late, in accordance with the University policy.

  • where the piece of work is submitted up to one calendar week after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for the piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of five working days;
  • where the piece of work is submitted more than five working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

  • The University policy statement on penalties for late submission can be found at: http://www.reading.ac.uk/web/FILES/qualitysupport/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.

    Length of examination:
    n/a

    Requirements for a pass:
    40% overall aggregate

    Reassessment arrangements:
    Resubmission of coursework and/or blog during the summer resit period following delivery of the module; deadline to be advised.

    Additional Costs (specified where applicable):
    1) Required text books: North, J. (2014). Mindful Therapeutic Care for Children London: Jessica Kingsley £14.99 ISBN 10: 1849054460 ISBN 13: 9781849054461
    2) Specialist equipment or materials:
    3) Specialist clothing, footwear or headgear:
    4) Printing and binding:
    5) Computers and devices with a particular specification:
    6) Travel, accommodation and subsistence:

    Last updated: 21 December 2016

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