Unit information: Teaching Practice (Level H) in 2015/16

Unit name	Teaching Practice (Level H)
Unit code	EDUC35080
Credit points	0
Level of study	H/6
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Orchard
Open unit status	Not open
Pre-requisites	none
Co-requisites	none
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

This unit allows students to use their experiences of practical activities in schools to explore professional issues in teaching in secondary schools. The main strands of the programme enable them to reflect on the Teaching Standards (DfE 2011) which they are required to meet by the end of the programme. They will carry out formative tasks in schools which will support the development of their professional skills, knowledge and understanding. The unit promotes the gathering of evidence and research-based practice as a foundation for career long personal and professional development. It provides opportunities for sharing experiences with colleagues in other subject areas. Students will choose from a range of topics to explore in greater depth and on which to submit a piece of work for assessment.

Intended Learning Outcomes

Upon completion of this unit students will be able to:

• Conduct a small-scale practitioner research project
• Understand a key educational issue which arises in their experience.
• Draw on research into teaching of their subject to improve their teaching;
• Communicate their professional learning with teachers and other educationalists through oral presentation as well as written work

Teaching Information

Students will take part in EPS sessions during university-based periods of the course (12 weeks throughout year) and school based elements (24 weeks). During EPS sessions they will engage in a variety of activities, from lectures to seminars and practical workshops. In school they will observe practice, teach classes and take part in regular tutorial sessions with a professional tutor.

Assessment Information

Please state the methods used for formative and summative assessment, including essay word length, length and type of exams, projects, etc. The relative contributions of the different summative assessments to the overall unit mark should also be included, e.g. 3-hour written exam (60%), 2000 word essay (40%).

Please link the assessment to the intended learning outcomes bearing in mind that it is expected that all intended learning outcomes are assessed.

EPS Part A

Investigation of a chosen topic relevant to the Spring term placement school and an oral presentation assessed in school by the Professional Tutor.

EPS Part B (M level EPS assignment)

A 2,500 – 3,000 word assignment which builds on, develops and extends Part A.

Part B should include the following:

• An indication of the research question(s) which should ground the study;
• A clear statement of methodology – What research methods were used? Why was did the research structured in this way? What steps were taken to ensure that the data collection and reporting were done in an ethical fashion?
• A theoretical framework, drawing on a good range of up to date literature;
• Critical analysis of key ideas and issues drawn from reading, from personal experience, and from practice in schools;
• Connections between theoretical perspectives and professional practice, including teaching;

Part B will be assessed by a university tutor who has not heard the Part A oral presentation. It therefore needs to stand on its own as a piece of work which is complete in itself. Part A presentation slides should be submitted with other documentation for Part B so that the assessing tutor can see what was discussed. The Part B marker will also have sight of the Part A Assessment sheet.

In addition, student teachers must submit an outline Proposal for EPS Part A and Part B towards the end of the Autumn for two reasons:

1) to enable student teachers to plan and prepare the Spring Term Investigation of EPS Parts A and B with support from their marker

2) to enable Spring Term Professional Tutors to approve student teachers’ choices of topic

Reading and References

• Bennett, H. (2006) Trainee Teacher’s Survival Guide. London: Continuum.
• Brooks, V., Abbott, I. and Bills, L. (eds) (2007, second edition) Preparing to Teach in Secondary Schools: a student teacher’s guide to professional issues in secondary education. Maidenhead: Open University (available as e.book).
• Capel, S., Leask, M. & Turner, T. (eds.) (2009, 5^th edition) Learning to Teach in the Secondary School: a Companion to School Experience. London/New York: Routledge Falmer.
• Hagger, H. & McIntyre, D. (2006) Learning Teaching from Teachers. Maidenhead:Open University Press. (available as e.book).
• Hattie, J. (2012) Visible Learning for Teachers. London: Routledge. (available as e.book).
• Howard-Jones, P. (2010) Introducing Neuroeducational Research: Neuroscience, education and the brain from contexts to practice. London: Routledge.
• Jarvis, P. (ed) (2006) The theory and practice of teaching. London:Routledge.