EDM001-Developing expertise in teaching

Module Provider: Institute of Education
Number of credits: 20 [10 ECTS credits]
Level:7
Terms in which taught: Spring term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Module version for: 2017/8

Module Convenor: Mrs Rachel Roberts

Email: r.l.roberts@reading.ac.uk

Summary module description:

The concept of the expert or excellent teacher is now a global concern and this module will critically examine this issue and the various models emerging across the world.  In considering what constitutes an ‘expert’ and how the stages of development might be characterised, we will consider the Dreyfus brothers’ model of expertise and Ericcson’s notion of ‘deliberate practice’.  How does an education system recruit good teachers, then identify those who are excellent and retain them in the classroom?  Should such recognition just be a status or should it be a designation?  Do the public and politicians relate to teachers as expert professionals or glorified child minders?  In considering teacher expertise, we will review some of the major theorists who have influenced teaching and learning, e.g. Dewey, Schon, and Hattie and examine some of the key ideas about what characterises the best teaching.  We will examine practical concerns such as: observation, feedback, peer review, the use of standards and how to work with student teachers and NQTs [novices]. The emphasis throughout will be on what we ‘know’ about expertise in teaching and students will consistently be asked to draw on their practice and reflections.


Aims:
To review theories of teaching and learning
To examine current practices and policies that relate to teaching
To consider teaching and learning in a global as well as national context

Assessable learning outcomes:
Demonstrate knowledge of theories of teaching and learning
Demonstrate reflection on practical experience as a teacher and/or learner
Demonstrate knowledge of recent research related to the assignment topic

Additional outcomes:
Demonstrate ability to undertake systematic classroom observation
Demonstrate ability to identify and write up an educational 'case'
Demonstrate ability to consider uses of technology in classroom observation

Outline content:
The module will review some of the major theorists who have influenced teaching and learning but with specific focus on key figures e.g. Dewey, Piaget, Schon, Bruner and Gardiner. It will also analyse notions of the 'professional' and the problematic status of teaching as a second tier profession. The emphasis throughout will be on what we 'know' about expertise in teaching and students will consistently be asked to draw on their practice and reflect upon it.

Brief description of teaching and learning methods:
Tutor led sessions will predominate in the first half of the module with students reviewing material provided. However each session will also involve reviewing video examples of classroom teaching, case studies of classroom events and other materials that stimulate discussion and analysis. The second half of the module will chiefly involve student led seminars with students encouraged to offer collaborative presentations. All students will be required to undertake some observation of teaching and to draw on this in their seminar and potentially in their assignment

Contact hours:
  Autumn Spring Summer
Lectures 15
Tutorials 15
Guided independent study 170
       
Total hours by term 200.00
       
Total hours for module 200.00

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Other information on summative assessment:
Students must produce a 5,000 word essay on a topic negotiated with the module leader; the essay must review a significant topic related to expertise in teaching appropriately supported by evidence and properly referenced.

Formative assessment methods:

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%

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

Additional Costs (specified where applicable):
1) Required text books: There are no set texts for this course. However, there is some pre-session recommended reading: Chapter 1 of Reflective Teaching, ed. A.Pollard and Part 1 Section 1 of Readings for Reflective Teaching ed A.Pollard
Required and supplied reading: The effective, extended professional, Chapter 1 of The Expert Teacher of English, Goodwyn (2012). All of these texts are available as both hard and e-copies via the university library.

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: 29 June 2017

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