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Session: 2022/23
Last modified: 23/03/2022 14:34:09
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Title of Module: Critical self-evaluation and development |
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Code: EDUC11086 |
SCQF Level: 11
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | L
Lafferty |
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| Summary of Module |
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This module serves as the core foundation and induction module for the Pg. Certificate Coaching and Mentoring (and the MEd Enhanced Educational Practice. * See note below).
Structured around a number of topics, each of which introduces a number of related and inter-related themes, the module aims to provide participants with a critical introduction to the principles and methods of (personal and) professional development planning as a vehicle for enhancing impact on the (life-long) learning process in the context(s) of self and others e.g. learners, colleagues, and organisations.
Participants will critically reflect on the development of their own professional values, beliefs and identity and undertake a process of self-appraisal and target-setting against relevant professional competence based standards (or equivalent) and the needs/expectations of their employer. All of which will form the basis of planning a personal route for professional development within the chosen programme of study.
(* The MEd Enhanced Educational Practice is currently in the process of being phased out)
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Critically examine theory on reflective practice and the use of professional competence based standards (or equivalent) in professional development.
L2.
Through reflection, critically analyse and evaluate the professional values and personal commitments of self and others’ and related professional issues.
L3.
Critically evaluate prior and current impact on the learning/development of self and others and use this critical review as the basis for extending educational skills, practices and thinking, to enhance professional practice.
L4.
Monitor and critically evaluate the effectiveness of a programme for professional growth by compiling a Personal and Professional Development plan
L5.
Communicate effectively in module discussion, enhancing through collaboration both individual and group insights. |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 11.
Critical understanding of the principal theories, principles and concepts associated with continuous professional development/ lifelong learning
Critical understanding of a range of specialised theories, principals and concepts associated with personal and professional development planning
Critical awareness of current issues in a subject/discipline and one or more specialisms associated with relevant professional competence based standards (or equivalent) and/or the needs/expectations of employers
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| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Using a significant range of the principal skills, techniques, practices and/or materials which are associated with the individual’s own subject/discipline
Using a range of specialised skills, techniques, practices and/or materials which are at the forefront or informed by developments in education, training and/or development
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| Generic Cognitive skills |
SCQF Level 11.
Applying critical analysis, evaluation and synthesis to issues which are at the forefront or informed by developments at the forefront of the individual’s particular subject/discipline
Developing original and creative responses to problems and issues in education, training and/or development
Critically reviewing, consolidating and extending knowledge, skills practices and thinking in a subject/discipline
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| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Communicating, using appropriate methods, to a range of audiences with different levels of knowledge/expertise
Communication and collaboration with a range of peer professionals to develop teaching and learning within an education, training and/or development context
Using a wide range of software to support and enhance work at this level and specify new software or refinements/improvements to existing software to increase effectiveness
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| Autonomy, Accountability and Working with others |
SCQF Level 11.
Exercising substantial autonomy and initiative in professional and equivalent activities
Taking responsibility for own work
Taking responsibility for a significant range of resources
Demonstrating leadership and/or initiative and make an identifiable contribution to change and development
Practicing ways which draw on critical reflection on own and others’ roles and responsibilities within specific education, training and/or development contexts
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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The module handbook will provide specific information on the particular learning and teaching methodologies adopted however, in general terms, the module is delivered using an “integrated” (online) delivery approach. That is to say, the various formative activities/readings build into resources which learners are able to build on/refer back to throughout the module and which have immediate application to their respective personal and professional practice. The module consists of two main workshops which introduce a number of related and inter-related themes and the associated coursework consists of a number of independent and collaborative online tasks and selected reading. The handbook will also include a detailed module timeline so as to enable each learner to manage their study time accordingly; to plan and review their progress against timescales and deadlines at regular intervals throughout the module.
• Workshop 1: Reflective practice and its role in the development process
• Workshop 2: Dimensions of Professional Learning
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Asynchronous Class Activity | 80 |
| Independent Study | 120 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
Access to internet: As the programme is delivered entirely online via the University’s virtual learning environment, participants must have access to an appropriate internet connected device which will enable full engagement with, and the development of, work at Masters level. Reading: Insofar as the under noted reading list is concerned, a number of both core and optional texts are currently available in ebook format from the library (*). Additional coaching/mentoring specific texts are also available in ebook format. Participants are advised to contact the programme leader about the availability of ebook formats in advance of the module commencing.
• Bolton, G., Delderfield, R. (2018) Reflective Practice: writing and professional development. Sage
• Iordanou, I., Hawley, R., Iordanou, I. (2017) Values and Ethics in Coaching. Sage (*)
• Jones, R., J. (2021) Coaching with Research in Mind. Routledge (*)
• Moon, J. A. (2000) Reflection in Learning and Professional Development; theory and practice. Routledge (*)
OPTIONAL TEXTS: by broader application and/or sector
Academic writing and referencing
• Pears, R., Shields, G. (2019) Cite Them Right: the essential referencing guide. 11th edn. Red Globe Press / Macmillan International Higher Education (*)
• Wallace, M., Wray, A. (2016) Critical Reading and Writing for Postgraduates. Sage
Teacher Education Sector
• Pollard, A. (2014) Reflective Teaching in Schools. Bloomsbury
• Pollard, A. (Ed) (2014) Readings for Reflective Teaching in Schools. Bloomsbury
Journals: Academic journals are a valuable source of reading. Key articles will be detailed as part of module activities where applicable however participants should also source relevant material, using databases and other resources, provided by the UWS Library as a means of extending their own personal and professional knowledge and skills.
Web sites: The internet provides a convenient way of accessing government reports, statistics and other relevant resources. It is not practical to provide a comprehensive list of sites via this descriptor however ‘useful resources’ will be signposted via the module’s learning space and participants will be encouraged to add to such a list as they too locate relevant resources.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
All full-time students (part-time and distance learning students should check with their programme leader for any queries) are required to attend all scheduled classes and participate with all delivered elements of the module as part of their engagement with their programme of study. Consideration will be given to students who have protection under the appropriate equality law. Please refer to UWS Regulations, Chapter 1, 1.64 – 1.67, available at the following link: http://www.uws.ac.uk/current-students/rights-and-regulations/regulatory-framework/ |
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Supplemental Information
| Programme Board | Education |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Career-Long Professional Learning |
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| Moderator | I Smith |
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| External Examiner | C Jones |
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| Accreditation Details | Not applicable |
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| Version Number | 1.09 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Personal & Professional Development Plan: This assessment takes the form of a development plan which requires learners to relate practical experience and personal reflections to principles and theory introduced via the workshop areas associated with the module. It must include a rationale for the individual’s chosen programme of study based on self-appraisal of their own personal and professional development needs (and where possible, evidenced discussion with their employer/line manager in this respect). The summative piece of work accounts for 100% of the overall assessment for the module. The indicative word count of 4,500 words reflects, and is in line with, the advice and guidance set out via UWS' Assessment Handbook (reviewed and updated annually). |
(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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Aligned with the overall commitment to equality and diversity stated in the Programme Specification, the module supports equality of opportunity for students from all backgrounds and with different learning needs. Through use of the university's VLE, learning materials will be presented electronically in formats that allow flexible access and manipulation of content (part-time and distance learning students should check with their programme leader for any queries). The module complies with University regulations and guidance on inclusive learning and teaching practice. Specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. The University’s Equality, Diversity and Human Rights Policy can be accessed at the following link: http://www.uws.ac.uk/equality/ Our partners are fully committed to the principles and practice of inclusiveness and our modules are designed to be accessible to all. Where this module is delivered overseas, local equivalent support for students and appropriate legislation applies.
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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