SDQ018 - Professionalism and Inclusive Practice (2024/25)
| Module specification | Module approved to run in 2024/25 | ||||||||||||||||||||
| Module title | Professionalism and Inclusive Practice | ||||||||||||||||||||
| Module level | Level 4/5/6 (99) | ||||||||||||||||||||
| Credit rating for module | 30 | ||||||||||||||||||||
| School | School of Social Sciences and Professions | ||||||||||||||||||||
| Total study hours | 300 | ||||||||||||||||||||
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| Assessment components |
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| Running in 2024/25(Please note that module timeslots are subject to change) |
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Module summary
NB: Teaching Period is a statutory period of currently 36 weeks, set by the Department of Education. Term dates are set separately to the standard university dates, with an earlier start and later finish than other postgraduate courses.
The Professional Inclusive Practice (PIP) module aims to ensure that student teachers are prepared for all aspects of professionalism and professional thinking as a teacher. It aims to ensure that they are fully equipped to meet the broader knowledge, skills and behaviours beyond individual subject or phase specialist topics, in fulfilment of all aspects of the Core Content Framework.
To support the trainee:
• to develop a critical understanding of the key philosophies that underpin our curriculum, based on the principles of Education for Social Justice, Critical Pedagogy and the UNCRC.
• to teach in a range of contexts, with a focus on teaching in multilingual, multicultural schools, working closely with families, communities and other professionals and to develop a sense of professional identity which reflects this.
• to develop the full range of skills, competencies and attitudes needed to enhance their employability, by enabling them to attain the professional Teachers’ Standards for Qualified Teacher Status (QTS) by the end of the course.
• to enable students to reflect upon, critically assess and research their own practice.
Prior learning requirements
Graduate (and must be enrolled on PGCE)
Syllabus
Students will undertake a sequenced, in-depth curriculum which addresses, and goes beyond, all relevant aspects of the Core Content Framework for ITT and the UNCRC:
Students will examine:
• Teacher Professionalism
• Inclusivity and inclusion,
• Safeguarding and Keeping Children Safe in Education
• Student Voice, participation rights and learner autonomy
• Education for Social Justice
• Criticality, reflexivity and critical awareness of research
• Teacher as researcher – aims, methods and ethics
• Pupil Wellbeing
• Teacher and the Law
Balance of independent study and scheduled teaching activity
The module aims to encourage students to develop as independent learners and actively engaged professionals. This involves a clearly sequenced programme of teaching, introducing students to key aspects of critical practice, which will enable them to develop their own approaches based on a clear understanding of the best available research.
This taught programme covers all of the keys strands of teacher professionalism, each of which is developed through a range of approaches to build a rich experience, including keynote talks, workshops, group research tasks, rehearsals and approximations of practice. These are complemented by a range of experiences within the school placements, designed to ensure that learning is cemented in context.
Alongside the taught programme, there are a range of tasks designed to develop autonomous practice and to encourage independent professional behaviours and self-efficacy. This includes the development of critical awareness of the field, including current research, policy and practice, in which to situate their own learning. This autonomous learning programme develops throughout the year, culminating in an independent research project, normally conceived, implemented and executed towards the end of the second placement.
Learning and teaching
Learning outcomes
On successful completion of the module, trainees will be able to:
LO 1: Learn and develop independently as professional practitioners.
LO 2: Be reflective, critically self-aware practitioners, adapting their practice as necessary to integrate theoretical principles of teaching with practical necessities.
LO 3: Demonstrate attainment of and adherence to the professional Teachers’ Standards for Qualified Teacher Status (QTS).
LO 4: Draw upon a wide range of understanding to be able to meet the needs of a range of contexts with regard to multilingual, multicultural schools linking to the philosophies taught.
LO 5: Demonstrate a critical understanding of the Rights of the Child and a sense of professional identity which reflects this.