SDQ018 - Professionalism and Inclusive Practice (2023/24)
| Module specification | Module approved to run in 2023/24 | ||||||||||||||||||||
| 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 2023/24(Please note that module timeslots are subject to change) |
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Module summary
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 and the DfE Core Content Framework.
● Understand how teachers can use / undertake research to critically engage with complex educational issues.
Prior learning requirements
Graduate (and must be enrolled on PGCE)
Syllabus
● 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
Learning outcomes
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
Assessment strategy
6000 word (equiv.) research project. The research project will be informed by the trainee’s understanding of Module Learning Outcomes LO1 and LO2, which relate to the UNHCR and its implementation:
● 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.
The project will be assessed specifically against the LO3, LO4 and LO5, to demonstrate that the trainee can:
● 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
Bibliography
● 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
● DfE Core Content Framework.
● 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