The University of Southampton
Courses

EDUC2053 The Professional Practitioner

Module Overview

This Module is designed to enable the trainee to bring together all previous learning (Modules 1-4) and to demonstrate how their developing classroom practice meets the professional standards required for the FE Learning and Skills sector. The module consists of on-going assessment of practice with final assessment at end of final term.

Aims and Objectives

Module Aims

The aim of the module is to develop a trainee’s practical teaching skills and requisite subject specific knowledge and pedagogy. The trainee will maintain and reflect upon the learning and development experience through the completion of a professional practice portfolio and associated documentation.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate your ability to develop, plan and manage the learning process using an appropriate range of inclusive teaching and learning strategies.
  • Demonstrate appropriate subject specific knowledge.
  • Utilise relevant pedagogies to teach your subject.
  • Demonstrate that you can work effectively with others in your Subject Specialist area.
  • Improve your own Subject Specialist knowledge and skills.
  • Identify relevant practitioner, theoretical and research based sources to inform your subject specialist teaching.
  • Illustrate how curricula documents inform the planning of your sessions and programme.
  • Demonstrate your ability to ensure the health, safety and well-being of learners in the learning environment.
  • Monitor and assess learners using appropriate assessment methods to measure learning and to evaluate achievement accurately and negotiate plans of action.
  • Provide formative and summative feedback to learners.
  • Maintain appropriate records of assessment decisions.
  • Demonstrate knowledge and understanding of effective communication techniques and interpersonal skills whilst facilitating coaching and support for learners.
  • Demonstrate and explain ways to challenge discriminatory behaviours where they occur in the learning environment
  • Promote equality diversity and inclusion.

Syllabus

Theories of teaching, learning and assessment applied during placement and the principles of reflective practice demonstrated during the development of a professional development portfolio.

Special Features

Teaching Experience in a practical setting – the classroom. Trainees will be assessed through observations of their teaching by Mentors in college placements and by University Tutors. They may be observed by External Examiners or by regulatory bodies, such as Ofsted. Lessons will be graded and these will be recorded in course documentation. The grading system will align to the Ofsted grading descriptors. Teaching Files will be kept by the trainee to record progress. These files will be assessed by University Tutors at regular intervals By completing an Individual Learning Plan and a Professional Development Portfolio you will: •Demonstrate compliance with Professional Standards including professional values and ethics. •Evaluate the success of individual learning sessions. •Develop action plans and targets for your professional development which are regularly monitored and updated. •Use feedback and other data to inform your development as a reflective practitioner.

Learning and Teaching

Teaching and learning methods

Trainees will teach learners in a classroom or work related situation. They will plan, prepare, build resources, teach lessons, mark and assess work, support individual learners and reflect on their practice and react to observations from Mentors, Tutors and other stakeholders. All the Trainees will receive regular feedback from a named subject specialist Mentor, with targets set to improve practice. The Teaching and Learning methods will be personalised to support each Trainee’s individual needs and requirements. The module allows all trainees to demonstrate the application of Learning Theories through Professional Practice and Reflection

TypeHours
Independent Study150
Total study time150

Resources & Reading list

Crawley J (2010). In at the Deep End: A Survival Guide for Teachers in Post-Compulsory Education. 

Petty G. Teaching Today. 

Armitage A (2012).  Teaching & Training in LifeLong Learning. 

Assessment

Summative

MethodPercentage contribution
Observation and evaluation 100%

Referral

MethodPercentage contribution
Observation and evaluation 100%

Repeat Information

Repeat type: Internal

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Work experience and Placements

Costs may include travel costs to and from placement as well as costs of materials associated with general teaching, such as stationary and the wearing of appropriate and professional attire. Trainees will not incur costs over and above that expected by qualified teachers employed by that school. (clothing)

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.

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