EDM174-Values and Practices in Education

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

Module Convenor: Dr Helen Bilton

Email: h.o.bilton@reading.ac.uk

Summary module description:
This module is intended to act as an overview of key philosophical, social, cultural and political debates about education. The education ‘system’ is a reflection of the society in which we live and an aspiration for the society we would like to live in; consequently an understanding of these debates is central to a study of education, and provides insights into the nature and purpose of education. The development of such insights and perspectives should inform the work of educational practitioners and serve to enhance their understanding of what they do and how they approach their work.

Aims:
•To develop a critical understanding of fundamental educational issues;
•To reflect critically on the educational context in which students work and/or the philosophical, social, cultural and political context within which education is provided;
•To compare and contrast educational contexts.

Assessable learning outcomes:
On successful completion of the module, students should be able to:
•Present a rationale for adopting and/or a critique of a particular position towards educational provision, such as policy, curriculum, assessment, teaching approaches;
•Draw reflectively and critically upon their own educational experience and literature about the nature of education and educational provision;
•Compare and contrast critically the educational provision from different contexts;
•Explore the relationship between theory and practice in educational contexts.

Additional outcomes:
This module will also allow students to:
•Develop academic writing, critical thinking and evaluation skills;
•Produce well-structured and well-argued essays;
•Abstract complex orally presented material;
•Perform advanced searches for information relevant to specific topics;
•Review, critique and write about empirical and theoretical research;
•Summarise and present key ideas to peers.

Outline content:
•What is the purpose of education?;
•Global approaches to education;
•How can education support social justice?
•What is knowledge and what is worth knowing? What should be taught in a curriculum and who decides?;
•How do people learn and what is the role of the learner in education?;
•What is the role of the teacher in education?;
•How do we measure educational ‘success’?;
•What are the challenges of making and enacting educational policy?;
•How do we educate future teachers?

Global context:
This module will enable students to compare and contrast their respective country education systems, and will be expected to work in mixed groups to construct a wiki therefore there will be a good deal of discussion of global issues.

Brief description of teaching and learning methods:
Teaching will be conducted using short lectures, student-led seminars focused on key readings, tutorials and guided independent study. The sessions will draw upon key readings and the students’ own experience of education.

Contact hours:
  Autumn Spring Summer
Lectures 12
Seminars 12
Tutorials 2
Practicals classes and workshops 6
Guided independent study 168
       
Total hours by term 200.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 80
Oral assessment and presentation 20

Other information on summative assessment:
Presentation: one formal individual/group oral presentation made on an aspect of the module. (20%)

Written coursework: one essay of 3,500 words consisting of a detailed written study. The topic is negotiated with the tutors. This can build on the content of the oral presentation. (80%)

Formative assessment methods:
Students will be set regular tasks on which they receive feedback from the tutor.

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:
N/A

Requirements for a pass:
Students must achieve at least a 50% overall aggregate mark.

Reassessment arrangements:
Resubmission within one calendar month of the notification of failure of the module.

Additional Costs (specified where applicable):
1) Required text books: There are no required texts for this module. The following texts provide useful background reading and are available in the library:
Adey, P. and Dillon, J. (2012). Bad Education: Debunking Myths in Education. Maidenhead: OU Press.
Arthur, J. and Peterson, A. (2012). The Routledge Companion to Education. London: Routledge.
Semel, S.F. (2010). Foundations of Education: the Essential Texts. London: Routledge.


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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