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The University of Southampton

EDUC6434 Professional Practice and Reflection (January)

Module Overview

This is a practical module which requires students to evidence their teaching experience and development. Students are required to learn from more experienced colleagues, from their mentors and Teaching Observers and from their own personal reflection. The module runs throughout the PGCE programme. A portfolio of evidence and a reflective practice assignment is developed over that duration and is submitted at the conclusion of the programme.

Aims and Objectives

Module Aims

By the end of this module you will be able to: Produce an action plan / individual learning plan for your own professional development that is regularly monitored and updated. Demonstrate teaching competences in a range of contexts. Reflect upon and evaluate your own performance and progress. Use a range of data to reflect upon, analyse and plan future practice. Understand and demonstrate compliance with Professional Standards including professional values and ethics.

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

  • Demonstrate your ability to plan and manage the learning process using an appropriate range of inclusive teaching and learning strategies
  • Evaluate the success of individual learning sessions.
  • Identify, analyse, discuss and evaluate components of good and outstanding teaching.
  • Analyse how they meet the professional standards
  • Use a range of data to reflect upon, analyse and plan future practice
  • Develop the Reflective Practice skills of the learner to allow them to reflect upon and evaluate their own performance and progress
  • Challenge and stretch learners to maximise their development
  • Differentiate where appropriate between learners and develop suitable learning interactions to meet the needs of all.
  • Develop action plans and targets for your professional development which are regularly monitored and updated.
  • Demonstrate your ability to ensure the health, safety and well-being of learners in the learning environment.
  • Demonstrate teaching competences to a range of learners.
  • Demonstrate appropriate subject specific knowledge.


The student will learn the theories associated with good teaching and learning in professional development contexts. They will develop the range of their teaching skills and become progressively more innovative and independent in the classroom. As they progress, students will be required to reflect on their style and role as a teacher and how they might continue to develop.

Special Features

This module requires the student to be in a teaching role and have a mentor and trained observers who are able to support and assess.

Learning and Teaching

Teaching and learning methods

Trainees will teach peers in a classroom situation. They will plan, prepare, build resources, teach lessons, reflect on their practice and react to observations from peers and tutors. All the trainees will receive regular feedback with personalised targets set to improve practice. The Teaching and Learning methods will be personalised to support each trainee's individual needs and requirements using whole class, lecture, discussion, seminar groups, peer learning sets and self-directed study. All trainees will then continue their development in their own workplace and in their first in-service teaching role, whilst receiving support from more experienced practitioners, mentors, subject specialists and University teaching staff.

Independent Study120
Total study time150

Resources & Reading list

Moore, A (2012). Teaching and Learning : Pedagogy, Curriculum and Culture. 

Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology. 

Fairclough, M (2008). Supporting Learners in the Lifelong Learning Sector. 

Gravells, A. (2011). Preparing to teach in the Lifelong Learning Sector. 

Armitage, A. et al. (2012). Teaching and Training in Life-long Learning. 

Fry, H et al. (2014). Teaching and Learning in Higher Education : Enhancing Academic Practice. 

Petty, G. (2009). Teaching Today. 

Reece, R. and Walker, S. (2006). Teaching, training and Learning, a practical guide. 

Clarke, A. (2011). How to use technology effectively in Post Compulsory Education. 


Assessment Strategy

This module is combines professional competency with critical reflective practice. Assessment is through the submission of a portfolio of evidence and a reflective practice assignment. Students must gain a PASS in the professional practice portfolio and a score of 50% or above in the assignment. The portfolio is split into 2 parts to reflect initial and then advanced teaching practice – both parts must gain a PASS. Portfolio must be passed for successful completion of the programme. Reflective Assignment must score 50% or more.


Portfolio of evidence


MethodPercentage contribution
Critical Reflection  (2000 words) 100%


MethodPercentage contribution
Critical Reflection 100%
Portfolio of evidence %

Repeat Information

Repeat type: Internal & External

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