This module develops students’ capacity to attend to the world around them by deepening their understanding of the role of theory in education studies through the four foundation disciplines of education: psychology; sociology; philosophy and history. Students are introduced to the work of key theorists in the field and invited to explore structural inhibitors to educational progress. This guides them towards questioning the kinds of assumptions that place undue burdens on beginning teachers (e.g., that reflecting on practice necessarily leads to enhanced performance).
It is important to draw students’ attention to the etymology of the word theory, derived from the Greek word theoria, meaning contemplation, speculation, sight. They are encouraged to forge links between knowledge and inquiry; and to pay close attention to the world around them as they prepare to move into practice.
We distinguish between the two senses of learning identified by Socrates: the acquisition of new knowledge and the exercising of knowledge that has already been acquired in the past. We also explore the ethical value of not knowing, as an antidote to the prevailing view in teacher education that successful teachers are only those armed with codified knowledge. The module’s guiding principle is that learning proceeds through inquiry, in dialogue with others.
We invite students to engage with material that hones their appreciation of the differences between knowledge and understanding. They will thus articulate and develop their professional values, and witness how their university teachers develop theirs in relation to different dimensions of education.
- The module will support students towards meeting the GTCS Standard for Provisional Registration with a particular focus on informed and critical engagement with issues pertinent to the following key parts of the SPR:
1.1 Professional Values
Social Justice –
Building and fostering positive relationships in the learning community which are respectful of individuals;
Demonstrating a commitment to engaging learners in real world issues to enhance learning experiences and outcomes, and to encourage learning our way to a better future.
Trust and Respect –
Promoting and engendering a rights respecting culture and the ethical use of authority associated with one’s professional roles;
Acting and behaving in ways that develop a culture of trust and respect for self, others and the natural world;
Understanding, acknowledging, and respecting the contribution of others in positively influencing the lives of learners.
Integrity –
Critically examining professional beliefs, values and attitudes of self and others in the context of collegiate working.
1.2 Professional Commitment
2 Professional Knowledge and Understanding
2.1.1 Have knowledge and understanding of Pedagogical Theories and Professional Practice
2.1.3 Have knowledge and understanding of Curriculum Design
2.2.2 Have a knowledge and understanding of Learning Communities
3 Professional Skills and Abilities
3.1.3 Utilise partnerships for learning and wellbeing -
Create and sustain effective working relationships with colleagues, parents/carers, families and the wider school community and partner agencies where appropriate, to support learning and wellbeing across the school
3.2.3 Build positive, rights respecting relationships for learning -
Promote and develop positive and purposeful relationships with and between learners, colleagues, families and partners.
3.3.1 Engage critically with literature, research and policy.
3.3.2 Engage in reflective practice to develop and advance career-long professional learning and expertise.
- In terms of learning for sustainable development, the module engages with the following themes: • human rights (with reference to authority relations); • inclusion and social justice (with reference to equality, social and cultural capital, and poverty); • enquiring / critical approaches and critical reflection (typical seminar activities focus on challenging and contested issues requiring an informed, critical response; there is a specific focus on the nature of reflective practice; the assessment instrument encourages a critical approach to a stimulus); • capacity to deal with uncertainty or incomplete information (the module includes engagement with professional dilemmas, particularly in relation to structural disadvantage); • systems thinking (there is module content dealing with policy and policy making at the macro, meso, and micro levels).
- Through participating in the module, students will develop UWS Graduate Attributes and will demonstrate, in particular, that they are: • Analytical • Critical thinkers • Ethically minded • Socially responsible • Inquiring • Knowledgeable • Effective communicators • Driven
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