ED7144 - Reflective Practice (2019/20)
|Module specification||Module approved to run in 2019/20|
|Module title||Reflective Practice|
|Module level||Masters (07)|
|Credit rating for module||20|
|School||School of Social Professions|
|Total study hours||200|
|Running in 2019/20(Please note that module timeslots are subject to change)||No instances running in the year|
The module provides opportunity for students to reflect on their professional practice, to take a critical stance with the aim to:
• Relate theoretical knowledge and policy understanding to particular practice;
• Recognise practice as being framed by context;
• Analyse and evaluate conflicted situations of practice;
• Consider how reflective processes might enhance their personal learning and professional development.
• Support teachers in developing an aspect of practice.
The first part of the module explores theories of reflective practice and how teachers can become reflective practitioners.
It then moves to focus on the students practice. They select an aspect of their practice on which to focus on. The starting point is their own vision as to the purposes of their work (this may be linked to a school/setting development plan or professional development targets identified within a setting). Through a series of workshops student’s present and discuss the strengths and weaknesses of their pedagogy as a means to look toward professional development. Important to this is the context of practice where enabling and limiting parameters are considered in relation to theory and research findings.
Reflecting on this, students develop an action plan to develop practice and presentation of this and its justification constitute the assessment.
Balance of independent study and scheduled teaching activity
Student reflection on their practice is key to the module. Students are required to present on and discuss their practice in the class context with reflection guided by peers and tutor reflecting on readings.
On successful completion of the module, the students will be able to:
1. Demonstrate ability to critically reflect on their practice in relation to theory
2. Recognise how policy and context frame practice
3. Reflect on and show understanding of conflicted situations in their practice
4. Understand the importance of critical reflection to practice
5000 word coursework that reflects on an aspect of practice consisting of reflection on the current state of their practice, their vision for its development and proposals for its’ development within context.
Students will need to select texts in relation to the particular aspect of their reflection. The following will help contextualise reflection.
Antonietti, A., Confalonieri, E. & Marchetti, A. (2014). Reflective thinking in educational settings: A cultural framework. Cambridge: Cambridge University Press.
Pollard, A. (eds.) (2014, 4th Edition). Reflective teaching in schools. London: Continuum
Amzat, IH, and Padilla-Valdez (2017) Teacher Knowledge and Development for Reflective and Inclusive Practice, London: Routledge.
Bassot, B. (2015). The reflective practice guide: An interdisciplinary approach to critical reflection. London: Routledge.
Bolton, G. E. (2014, 4th Edition). Reflective practice: Writing and professional development. London: Sage.
Brookfield, S. D. (2017, 2nd Edition). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.
Dewey, J. (2007). Experience and education. New York: Touchstone (Simon & Schuster).
Moon, J. A. (2004). A handbook of reflective and experiential learning: Theory and practice. London: Routledge.
Johns, C. (2013, 4th Edition). Becoming a reflective practitioner. Chichester: Wiley-Blackwell.
Light, G., Cox, R. & Calkins, S. (2009, 2nd Edition). Learning and teaching in higher education: The reflective professional. London: Sage.
Schön, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot: Avebury.
Tarrant, P. (2013). Reflective practice and professional development. London: Sage
Thompson, S. & Thompson, N. (2008). The critically reflective practitioner. New York: Palgrave McMillan.
Waring, M. & Evans, C. (2015). Understanding pedagogy: Developing a critical approach to learning and teaching. Oxon: Routledge.