IF3066 - Studying Education: Reflection and Critique (2017/18)
| Module specification | Module approved to run in 2017/18 | ||||||||||||
| Module title | Studying Education: Reflection and Critique | ||||||||||||
| Module level | Foundation (03) | ||||||||||||
| Credit rating for module | 15 | ||||||||||||
| School | School of Social Professions | ||||||||||||
| Total study hours | 150 | ||||||||||||
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| Assessment components |
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| Running in 2017/18(Please note that module timeslots are subject to change) |
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Module summary
The module provides an overview of the field of education and approaches to studying it with an orientation to progress to study at Level 4. As such, the module is attractive to anyone with an interest in and concern for children and young people. The module helps students to understand how educational theory and practice link together. It also gives them the opportunity to reflect on their own educational experiences. Most importantly, it will help them to develop the understanding and skills needed for successful further study, and to develop an emerging professional persona.
Module aims
This module aims to:
• Introduce students to perspectives on the nature and purpose of education
• Present a critical overview of key historical changes that have shaped formal systems of education
• Highlight wider discourses on politics and policy in education, in particular issues around diversity and inclusion
• Foster reflective practice and professionalism as foundation to future employment in the education sector or elsewhere
• Provide students with the opportunity to develop the academic and personal skills required to progress onto an Education degree
Syllabus
The syllabus will comprise a combination of introductory lectures on educational theory, practice and research, workshops aimed to develop student voice, and short reflective tasks to foster students’ academic and personal skills. The module’s syllabus will allow for spaces of engagement with assessment criteria and feedback provided by tutors.
Learning and teaching
The module will be delivered through a series of lectures, seminars, workshops and tutorials. Students will also benefit from a blended learning approach through the use of the Virtual Learning Environment (Weblearn) for links to readings, materials, and videos/films as well as online discussions and self-guided exercises and tasks. In this context, reflection is key for students to develop the knowledge and skills required not only for this module, but also professional educational practice.
Learning outcomes
On successful completion of this module students will be able to:
• Demonstrate an understanding of the nature and purpose of the subject of education
• Recognise some of the key changes that have underpinned the development of educational systems and policies
• Show a raised awareness of discourses on diversity and inclusion
• Critically reflect on their own learning biography, and communicate appropriately in educational academic discourse
Assessment strategy
The assessment will require students to submit two pieces of work:
1. A reflection on their own educational background/experience (500 words)
2. An essay summarising an educational key concept and/or reading discussed in the module (1000 words)
Bibliography
Bartlett, S. & Burton, D., (2007). Introduction to Education Studies. London: Sage,
Brown, Z., (Eds.), (2016). Inclusive Education: Perspectives on Pedagogy, Policy and Practice. London: Routldge.
Burns, T. and Sinfield, S., (2016). Essential Study Skills: the complete guide to success at University, London: Sage.
Matheson, D., (Eds.), (2011). An Introduction to the Study of Education, (3rd Edn), London: David Fulton.
Walkup, V., (Eds.), (2013). Exploring Education Studies. London: Routledge.
Ward, S., (Eds.), (2013). A Student’s Guide to Education Studies, (3rd Edn.), London: Routledge
***The Study Hub www.londonmet.ac.uk/studyhub***