| Unit name | Reflective Practice in Education |
|---|---|
| Unit code | EDUCM0096 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Dr. Brownhill |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Why is this unit important?
This unit will explore the critical role that reflective practice plays in education and how it supports the initial and continuing development of individuals, both personally and professionally, e.g. instructors. It will critically examine theoretical perspectives and types/models of reflection, considering how these influence and shape both policy and practice in a variety of professional contexts. In addition to exploring definitions and the place and purpose of reflective practice, it will investigate the barriers to and criticisms of this in the workplace, exploring practical and creative ways to positively address these.
How does this unit fit into your programme of study
This unit will examine reflective frameworks, cycles and tools-in-action, considering the implications of reflective practice for personal wellbeing and the workplace at a local, national and international level.
An overview of content
The unit will offer students a stimulating exploration of reflective practice and consider its place and purpose in a range of contexts (think nursing, social work and education). The unit will consider a range of definitions of reflective practice, associated models and interesting frameworks, these being drawn from the perspectives of key thinkers in the field (think Dewey, Schön, Kolb and Boud), different agencies, and international contexts. Students will develop an appreciation of the theoretical perspectives which underpin the notion of reflective practice, acknowledging the different types of reflection, the cycles of reflection, and the wealth of reflective tools which can be embraced by individuals as part of their initial and continuing personal/professional development. Students will be given the opportunity to explore reflective practice ‘in action’ at different levels (think at the classroom and at the senior management level), recognising creative ways to engage in reflective practice. Important connections will be made to learner wellbeing, along with a recognition of the many criticisms of reflective practice, identifying practical ways to overcome the barriers to reflective practice that many individuals face.
How will students be different as a result of the unit
As a result of engaging with this unit, students will be different in a number of ways: a) More knowledgeable in their understanding of reflective practice and its influence on provision and practice in a range of professional contexts. b) Critical in their understanding of approaches to reflective practice to support both personal and professional development. c) Skilled in their ability to deeply reflect on theories, research, personal experiences and professional practice. d) Developed an encouraging attitude towards reflection, critical discussion and academic writing.
Learning outcomes
By the end of this unit, students will be able to:
This unit will be taught using a mixture of activities including seminars, lecture-based input, reading, reflection, presentations and paired/group discussion.
Tasks which help you learn and prepare you for summative tasks (formative):
Each student will produce a draft of their creative reflection and will share this with a peer prior to submission to obtain some formative feedback, this being guided by the teaching tutor via a short pre-prepared feedback checklist.
Tasks which count towards your unit mark (summative):
Creative reflection (1500-words equivalent; 50% weighting; ILOs 1-4). The creative reflection will be in the form of a multimodal tool (e.g., a journal or a diary incorporating written/visual entries with hyperlinks to multimedia items) and will focus on a personally-selected incident/event drawn from their personal/ professional experiences. The creative reflection will critically explore the value of using a framework/ cycle/model to structure reflective thinking in practice.
Essay (1500 words; 50% weighting; ILOs 1-4). The essay will explore the concept of reflective practice, drawing on theory and practice to investigate how reflective practice can inform both personal and professional development. The essay will be supported through critical discussion with peers, wider reading and personal/professional reflection.
When assessment does not go to plan
When a student fails the unit and is eligible to resubmit, failed components will be reassessed on a like-for-like basis. Students will resubmit a revised version of the original work.
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. EDUCM0096).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
