15 credits at level HE7
You will focus on your personal and professional development as a practitioner in the lifelong learning sector. This module offers you the opportunity to explore your own beliefs and assumptions with regard to learning and teaching and to engage in reflections about these and the ways in which they shape your relationships with different learners, colleagues and others in the context of your work. You will be asked to consider the relationships between existing educational theories and actual practice and you will consider, act upon and share your own ideas about learning and teaching, in order to improve your effectiveness as a teacher, particularly within your own subject specialism.
The diverse roles of teachers and significant others in the lifelong learning sector. The nature of the practitioner as individual and team member. Effective pedagogy within your own subject specialism. Theories and models of reflective practice and metacognition. Models of personal and professional development within educational settings. Mechanisms to support personal and professional development including journal writing, communities of enquiry and communities of practice. Recognising the need for, and taking responsibility for personal or professional development.
LLUK values and commitments included:
AS1, AS2, AS3, AS4, AS5, AS6, AS7, BS1, BS2, BS3, BS4, BS5, CS1, CS2, CS3, CS4, DS1, DS2, DS3, ES1, ES2, ES3, ES4, ES5, FS1, FS2, FS3, FS4
LLUK standards included:
AK1.1, AP1.1, AK2.1, AK2.2, AP2.2, AK3.1, AP3.1, AK4.1, AP4.1, AK4.2, AP4.2, AK4.3, AP4.3, AK5.1, AK5.2, AP5.2, AK6.1, AP6.1, AK6.2, AP6.2, AK7.1, AP7.1, AK7.2, AP7.2, AK7.3, AP7.3, BK1.1, BP1.1, BK1.2, BP1.2, BK1.3, BP1.3, BK2.1, BP2.1, BK2.2, BP2.2, BK2.3, BP2.3, BK2.4, BP2.4, BK2.5, BP2.5, BK2.6, BP2.6, BK2.7, BP2.7, BK3.1, BP3.1, BK3.2, BP3.2, BK3.3, BP3.3, BK3.4, BP3.4, BK3.5, BK4.1, BP4.1, BK5.1, BP5.1, BK5.2, BP5.2, CK1.1, CP1.1, CK1.2, CP1.2, CK2.1, CP2.1, CK3.1, CP3.1, CK3.2, CP3.2, CK3.3, CP3.3, CK3.4, CP3.4, CK4.1, CP4.1, CK4.2, CP4.2,
DK1.1, DP1.1, DK1.2, DP1.2, DK1.3, DP1.3, DK2.1, DP2.1, DK2.2, DP2.2, DK3.1, DP3.1, DK3.2, DP3.2
EK1.1, EP1.1, EK1.2, EP1.2, EK1.3, EP1.3, EK2.1, EP2.1, EK2.2, EP2.2, EK2.3, EP2.3, EK2.4, EP2.4, EK3.1, EP3.1, EK4.1, EP4.1, EK4.2, EP4.2, EK5.1, EP5.1, EK5.2, EP5.2, EK5.3, EP5.3;
FK1.1, FP1.1, FK1.2, FP1.2, FK2.1, FP2.1, FK3.1, FP3.1, FK4.1, FP4.1, FK4.2, FP4.2
Learning and teaching will be principally in small groups or communities or working independently with the support of a mentor or mentors using blended learning. There will also be a series of formal lectures. You will be required to take part in e-discussions with peers and tutors and to make full use of ICT as a source of information and support and to maintain a portfolio of evidence. Guided learning hours 150 with 32 class contact hours made up of lectures, seminars and tutorials, 118 hours made up of needs analysis, action planning, research and reading, participation in online blogs, development of portfolio and preparation for assignment.
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||1. Critically review the role of the teacher in the lifelong learning sector.
1.1 Analyse and compare different teaching roles and contexts in the lifelong learning sector.
1.2 Critically evaluate own role and responsibilities with reference to area of specialism and as part of a team.
1.3 Reflect on and analyse the impact of own beliefs, assumptions and behaviours on learners and others.
1.4 Analyse the impact of own professional, personal and interpersonal skills, including literacy, numeracy and ICT skills, on learners and others.
|2.||2. Evaluate and interpret theories and principles of reflective practice, and models of continuing personal and professional development.||
2.1 Analyse and evaluate relevant theories, principles and models of reflective practice.
2.2 Explain how theories, principles and models of reflective practice can be interpreted and applied to own development as an autonomous learner.
|3.|| 3. Demonstrate autonomy and reflexivity in reviewing and identifying own need for continuous personal and professional development, and undertake professional development activities to enhance expertise in identified areas.
3.1 Evaluate own approaches, strengths and development needs, including literacy, language and numeracy needs.
3.2 Use self reflection and feedback to develop own knowledge, practice and skills, including literacy, language, numeracy and ICT skills.
3.3 Plan appropriate opportunities to address own identified learning needs.
3.4 Identify an area of professional development need, relevant to own classroom practice, and draw up an action plan. Research and undertake formal or informal professional development opportunities to enhance own expertise in this area, producing a short professional development project, and reflect and report on the outcomes.
|4.||4. Reflexively review ways in which engagement in CPPD activities has improved your practice.||
4.1 Identify and engage in appropriate CPPD opportunities to keep up to date and develop in teaching and in specialist area.
4.2 Evaluate the impact of CPPD activities on professional practice, identifying any further learning and development needs.
4.3 Make use of evaluations to plan appropriate opportunities to address areas for personal or professional development.
|5.||5. Understand and critically evaluate the relative effectiveness of professional development strategies at different stages and phases of a teaching career.
5.1 Critically evaluate the effectiveness of journal writing, action planning, community of enquiry and mentoring as mechanisms to support personal and professional development depending on the phase or stage of one’s career.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||A portfolio which provides evidence of personal and professional development with evaluation and rationale for chosen courses of action. Identify an area of developmental need, research and undertake professional development opportunities to fulfil this need. Report on the outcomes in a 1500 word reflective report.||45 hours teaching and 3 observations|
There are no prerequisites for this module.
No restrictions apply.
Avis, J. Fisher, R. and Thompson, R. (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. Milton Keynes: Open University Press
Bolton, G. (2005) Reflective Practice Writing and Professional Development, 2nd edn London: Sage Publications.
Brookfield, S. (2005) The Power of Critical Theory for Adult Learning and Teaching, Maidenhead: Open University Press.
Bryan, H. Carpenter, C. and Hoult, S. (2010) Learning and Teaching at M-Level, A Guide for Student Teachers, London: Sage Publications.
De Bono, E. (2000) Six Thinking Hats, London: Penguin Group
Ghaye, A. and Ghaye, K. (1998) Teaching and Learning through Critical Reflective Practice, London: David Fulton Publishers Ltd.
Goleman, D. (1996) Emotional Intelligence, London: Bloomsbury.
Harkin, J. (2005) ‘Fragments Stored against My Ruin: the place of educational theory in the professional development of teachers in further education’, Journal of Vocational Education and Training, Vol. 57, No.2.
Illeris, K. (2002) The Three Dimensions of Learning, Fredericksburg: Roskilde University Press.
Johnson, R. (1995) ‘Two Cheers for the Reflective Practitioner’, Journal of Further and Higher Education, Vol. 19 (3) Autumn 1995.
Lave, J. and Wenger, E. (1991) Situated Learning: Legitimate, peripheral participation, Cambridge: Cambridge University Press.
Lipman, M. (2003) Thinking in Education, Cambridge: Cambridge University Press.
Malthouse, R. And Roffey-Barentsen, J. (2009) Reflective Practice in the Lifelong Learning Sector, Exeter: Learning Matters
Mezirow, J. and Associates (2000) Learning as Transformation, San Francisco: Jossey Bass.
Moon, J. (2005) A Handbook of Reflective and Experiential Learning: Theory and Practice. London: RoutledgeFalmer
Moon, J. (2006) Learning Journals,2nd edn London: Kogan Page
Osterman, K.F. and Kottkamp, R. B. (2004) (2nd. Ed) Reflective Practice for Educators Thousand Oaks: Corwin Press.
Palmer, P. J. (1998) The Courage to Teach, San Francisco: Jossey-Bass Inc.
Parker, S. (1997) Reflective Teaching in the Post-modern World, Buckingham: Open University Press.
Race, P. (2006) Evidencing Reflection: putting the 'w' into reflection. Bristol: ESCalate [online] Available at: http://escalate.ac.uk/resources/reflection/index.html
Robson, J. (2006) Teacher Professionalism in Further and Higher Education,. London: Routledge.
Scales, P. (2008) Teaching in the Lifelong Learning Sector. Maidenhead: Open University Press
|Host Subject Group:||Education|
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