EDM149-Teacher professionalism and society

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Terms in which taught: Autumn term module
Non-modular pre-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Dr Geoff Taggart

Email: g.taggart@reading.ac.uk

Summary module description:

1. To prepare educators for the challenges and opportunities offered by ‘late modern’ society (e.g. technological change, global mobility)
2. To review the position of teaching from a global perspective and in the light of broad changes in political and cultural life, exploring their impact on professional identity.
3. To critically reflect upon how evolving global issues which are of importance to young people and the future of our planet impact upon our professionalism as educators;
4. To critically investigate the potential impact of information technology to challenge received views of the teacher’s role
5. To critically explore the extent to which communities of teachers in different societies are structured in terms of race, class and gender
6. Through exploration of such concepts as the ‘public intellectual’, to enable educators to appropriately relate understanding of our rights and responsibilities as global citizens to our professional identity as educators;
7. To explore the ethical connotations suggested by ‘profession’ and ‘vocation’ within the context of global inequalities

Assessable learning outcomes:
On successful completion of this module participants will be able to:

1. Critically examine the role of the teacher (educational leader and / or policymaker) and the values and key operations of their lives; demonstrate a critical understanding of how and why these professional roles and identity are changing;
2. Demonstrate a critical understanding of how teacher professionalism is constructed across cultures and, over time, is influenced by a wide range of political and educational forces;
3. Identify areas for change that will enhance the achievement of extended roles for the educational professional and communicate their ideas effectively;
4. Create change strategies for education professionals that recognise the diverse range of stakeholders in global society including the voice of the teacher.

Additional outcomes:
1. Appropriate cross cultural understanding of professional similarities and differences
2. Awareness of relevant ways of researching and evaluating professionalism
3. Ability to identify and raise key questions about professional learning
4. Awareness of the links between political and educational drivers for reform

Outline content:
This unit will raise some key questions that are central to the enquiry through the module:
•How is teacher / educator professionalism constructed in different societies?
•What impact has recent ‘workforce reform’ in different countries had on the nature of teaching?
•What is the impact from subject knowledge, what are the main skills, attitudes, values and dispositions required of professional teachers and educators?
•What can we learn about the profession from research into teachers’ lives?
•‘Reflection’ is commonly understood to be central to the work of teachers. What does this mean and how does its meaning vary between contexts and countries

These questions will be posed in the context of:
1.Examining and recognising the historical role of the teacher and its different underlying conceptions in different international systems;
2.Producing comparative examples of current practice and the cultural determinants and possibilities for teachers as cultural signposts;
3.Investigating and producing change strategies which recognise the voice of the teacher and compare and contrast successful implementation in diverse cultural contexts and the demands for sustainability;
4.Conceptualising notions of global citizenship and the roles played by teachers, learners, policymakers and other professionals;
5.Developing models of how educators can prepare learners to live in sustainable societies.

Brief description of teaching and learning methods:
Examining the nature and role of the education professional is central to this module. A series of lead lectures will be supported by seminar, group and tutorial work. The module can be delivered in intensive sessions (eg. a week with adequate preparation and follow-up) or spread out over a longer period of time. Expert witness presentations will be delivered remotely and will involve invited speakers / panels concerned with policy and practice in education. These sessions will be supported by group discussion using a VLE over a period of time. Students will be invited to conduct focus group interviews to explore some aspect of professionalism and identify key characteristics of change in those chosen aspects and how they relate to forces of globalisation. A VLE will be used to maintain contact between participants and tutors.

Contact hours:
  Autumn Spring Summer
Lectures 30
Work-based learning 30
Guided independent study 140
Total hours by term 200.00
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 60
Report 40

Other information on summative assessment:
1. A written assignment which focuses upon the common global challenges facing teachers and the skills, knowledge and values required of them in order to realise a sustainable future. It can be either an empirical or theoretical piece of research: the methodology will be presented to a seminar group of peers (3000 words equivalent)
2. To undertake an international comparison of changes in the professionalism of educators in consultation with the tutor - this will be in the form of a 2000 word report.

Formative assessment methods:
Tutor feedback on reflective autobiographical video

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Length of examination:

Requirements for a pass:
Students must achieve 50% or above overall.

Reassessment arrangements:
Resubmission within one month of return.

Additional Costs (specified where applicable):
1) Required text books:
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: 31 March 2017

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