SDQ018 - Professionalism and Inclusive Practice (2020/21)
|Module specification||Module approved to run in 2020/21|
|Module title||Professionalism and Inclusive Practice|
|Module level||Level 4/5/6 (99)|
|Credit rating for module||30|
|School||School of Social Professions|
|Total study hours||300|
|Running in 2020/21||
To support the trainee to:
• Critically engage with the debate about teacher professionalism in the context of the UN Convention on the Rights of the Child.
• Understand how teachers can use / undertake research to critically engage with complex educational issues.
Prior learning requirements
Graduate (and must be enrolled on PGCE)
• Children’s provision rights, consider debates about educational inequality, and the nature of educational inclusion (e.g. SEN, EAL, G&T), including whole school and classroom practices (e.g. inclusive pedagogy, behaviour for learning).
• Children’s protection rights, become familiar with child protection / safeguarding / health and safety requirements, and consider the pastoral system in schools.
• Children’s participation rights, learn about student voice and consider strategies for promoting learner autonomy.
• Academic literacy – accessing and reading the educational literature and research journals; engaging with criticality.
• Teacher as researcher – research methods, practitioner research; becoming a reflexive practitioner.
• Professionalism – developing and upholding professional values and ethics
Learning Outcomes LO1 - LO5
Balance of independent study and scheduled teaching activity
• Lectures and seminars
• Library induction / support workshops
• Short placement for research project
• Peer presentations
• Role play
Learning and teaching
On successful completion of the module, trainees will be able to:
• LO 1 Understand the key principles in the UN Convention on the Rights of the Child and how these relate to teaching and learning.
• LO 2 Demonstrate a critical understanding of the challenges and opportunities of implementing the UNCRC in schools.
• LO 3 Reflect critically on school practice in relation to personal and professional values.
• LO 4 Critically analyse educational research and wider literature in relation to the themes covered in this module.
• LO 5 Devise and implement a research project which demonstrates:
o Alignment between a clear question and research strategy
o Critical analysis of data
o Critical evaluation of research strategy
6000 word (equiv.) research project.
• Ball, S. (2013) The Education Debate, 2nd Edition, Bristol: Policy Press
• Bell, J. (2005) Doing your research project: a guide for first-time researchers in education and social science (4th edition), Buckingham: Open University Press
• Blandford, S. & Knowles, C. (2009) Developing Professional Practice 0-7. Pearson.
• Chitty, C. (2004) Education policy in Britain, Basingstoke: Palgrave Macmillan
• Cohen, L., Manion, L. & Morrison, K. (2000) Research Methods in Education (5th edition), London: RoutledgeFalmer
• Cole, Mike (Ed) (2006) Education, Equality and Human Rights: Issues of gender, ‘race’, sexuality, disability and social class 2nd edition, London: Routledge
• Conteh Jean (2012) Teaching bilingual and EAL learners in primary schools: Transforming Primary QTS, London: Sage.
• Denzin, N.K. Yvonna S. Lincoln (Eds) (2005) The Sage handbook of qualitative research (3rd edition), London: Sage
• Dillon, J and Maguire, M (Eds.) (2011) Decoming a Teacher: Issues in Secondary Teaching, 4th Edition, Maidenhead: OUP
• Ewens, T (2014) Reflective Primary Teaching
• Farrell, A. (Ed) (2005) Ethical research with Children, Maidenhead: Open University Press
• Flutter, Julia and Rudduck, Jean (2004) Consulting Pupils: What’s in it for schools? London: RoutledgeFalmer
• Gibson, S and Hynes, J (Eds) (2009) Perspectives on Participation and Inclusion, London: Continuum
• Moore, A. (Ed) (2006) Schooling, society and curriculum, London: Routledge
• O'Hara, M. (2008) Teaching 3-8 (3rd Edition). Continuum.
• Thomas, J. (2010) Understanding Special Educational Needs. Pearson Education Ltd.
• Wilson, V. and Kendall-Seatter, S. (2010) Developing Professional Practice 7-14. Pearson.
• Wrigley, Terry (2003) Schools of Hope: a new agenda for school improvement, Stoke on Trent: Trentham