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Session: 2022/23
Last modified: 31/03/2022 10:02:55
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Title of Module: Critical Professional Reflection |
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Code: EDUC12001 |
SCQF Level: 12
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Education & Social Sciences |
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| Module Co-ordinator: | K
Miller |
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| Summary of Module |
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This module is the first module in the Professional Doctorate programme and is structured around a number of issues, each of which explores a number of related and inter-related themes. The module aims to provide participants with experiences designed to develop their criticality and to examine 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.
The module is delivered in both online and a blended learning format, which involves participating in a module induction designed to set the module content in context; introduce the doctoral candidates to the virtual learning environment (VLE) which will form the main distance learning element of the module and to establish and nurture the social interactions and relationships necessary for the development and nurture of the cohort as a community of practice.
In addition, participants will critically reflect upon the development of their own professional values and undertake a process of critical self-appraisal and target-setting against relevant professional competence based standards (or equivalent) and the identified needs/expectations within their professional setting.
As part of the teaching and learning process within this module, the module tutor team will develop a community of practice approach to discipline specific and interdisciplinary tasks. It is anticipated that participants will work together to bring their experiences to the community of practice.
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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.
Examine, develop and synthesis a detailed understanding of professional practice in an authoritative and creative way that impinges upon theory (pertinent to professional practice) through critical reflection from multiple perspectives.
L2.
Analyse, evaluate and synthesise an enhanced understanding of professional values and personal commitment of self and others’ in relation to professional issues through critical reflection from multiple perspectives.
L3.
Contribute productively to internationally oriented discussions in order to develop original and creative insights into issues emergent from professional practice.
L4.
Demonstrate the development of a range of professional capacities and practices relating to critical reading, critical thinking, academic writing and reflective practice. |
| 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 12.
Demonstrate and/or work with:
A critical overview of a subject/discipline/sector, including critical understanding of the principal theories, concepts and principles.
A critical, detailed and often leading knowledge and understanding at the forefront of one or more specialisms.
Knowledge and understanding that is generated through personal research or equivalent work that makes a significant contribution to the development of the subject/discipline/sector. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 12.
Apply knowledge, skills and understanding:
In using a significant range of the principal professional skills, techniques, practices and/or materials associated with the subject/discipline/sector.
In using and enhancing a range of complex skills, techniques, practices and/or materials that are at the forefront of one or more specialisms.
In applying a range of standard and specialised research and/or equivalent instruments and techniques of enquiry.
In demonstrating originality and creativity in the development and application of new knowledge, understanding and practices.
To practise in the context of new problems and circumstances. |
| Generic Cognitive skills |
SCQF Level 12.
Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues.
Identify, conceptualise and offer original and creative insights into new, complex and abstract ideas, information and issues.
Develop original and creative responses to problems and issues.
Deal with complex and/or new issues and make informed judgements in the absence of complete or consistent data/information. |
| Communication, ICT and Numeracy Skills |
SCQF Level 12.
Use a wide range of routine skills and a significant range of advanced and specialised skills as appropriate to a subject/discipline/sector, for example:
Communicate at an appropriate level to a range of audiences and adapt communication to the context and purpose.
Communicate at the standard of published academic work and/or critical dialogue and review with peers and experts inother specialisms/sectors.
Use a range of ICT applications to support and enhance work at this level and specify software requirements to enhance work.
Critically evaluate numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 12.
Demonstrate substantial authority and exercise a high level of autonomy and initiative in professional and equivalent activities.
Take full responsibility for own work and/or significant responsibility for the work of others.
Take significant responsibility for a range of resources.
Demonstrate leadership and/or originality in tackling and resolving problems and issues.
Practise in ways which are reflective, self-critical and based on research/evidence.
Manage complex ethical and professional issues and make informed judgements on new and emerging issues not addressed by current professional and/or ethical codes or practices. |
| 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 core material will be delivered through online and/or blended learning: a mix of key lectures on study days/weekends, directed reading, private and work-based study and the use of learning materials through IT (administered through MOODLE at this stage) and web conferencing. Doctoral candidates will be given reading material and learning materials, which have been developed by the University specifically for this programme.
The module involves 300 study hours (includes teacher-led activities, self-directed learning, peer learning/coaching and unsupervised study); listening skills; communication skills; interactive/small group work skills; reflective skills; critical thinking skills; writing skills; advanced literature searching.
To promote accessibility, anticipatory adjustments have been made to teaching and learning strategies and assessment. Further reasonable adjustments can be made for candidates whohave been assessed as requiring specific adjustments e.g. use of note taker, specialised lecture room furniture, hearing assistive devices, specialised equipment for studying e.g. laptop, specialised software. |
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) |
| Tutorial/Synchronous Support Activity | 20 |
| Asynchronous Class Activity | 80 |
| Independent Study | 100 |
| 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:
Bolton, G. E. J. (2014) Reflective Practice with writing and professional development. Fourth Edition. Sage Publishing: London.
Forbes, J (2008). Reflexivity in professional doctoral research, Reflective Practice: International and Multidisciplinary Perspectives, 9:4, 449-460.
Ghaye, T (2011) Teaching and Learning through reflective practice: A practical guide for positive action. Routlage; London
Klenowski, V., & Lunt, I. (2008) Enhancing learning at doctoral level through the use of reflection? Assessment & Evaluation in Higher Education, 33:2, 203-217, DOI: 10.1080/02602930701292795
Rudman, N. P. C. (2013) A critical reflection of self in context-first steps towards the professional doctorate, Reflective Practice: International and Multidisciplinary Perspectives, 14:2, 183-195, DOI: 10.1080/14623943.2012.749226
Zwozdiak-Myers, P (2012) The teacher’s reflective practice handbook. Routlage: London
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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 fulltime participants (part-time and distant learning participants 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 participants 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/currentparticipants/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 | B Cross |
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| External Examiner | B Radeljic |
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| Accreditation Details | |
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| Version Number | 3.04 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| The assessment will consist of two components part A: A group presentation that compares and contrasts within the group important sources of professional knowledge, how this is learned, updated and integrated into practice with reference to the underlying ontological premises and epistemological practices. |
| Part B A written assignment which consists of a review of the relevant literature and policy in relation to practice. |
(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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This module is appropriate for all doctoral candidates irrespective of ethnic status, disability, age, gender, socio-economic background, religious and sexual orientation. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. Flexibility and anticipatory adjustments in teaching and learning strategies and assessment facilitate inclusiveness within this module.
In line with current legislation (Equality Act, 2010) and UWS Equality Scheme (2010-13) the School of Education encourages the disclosure of additional/ enabling support requirements (including disability) throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. Furthermore, a number of approaches, congruent with the requirements set out via the QAA Code for Higher Education- Collaboration and Flexible and Distance Learning (FLD) (2010) and advice offered by the Higher Education Academy (2010), are incorporated within the programme design. More specifically in the context of this module, then it is appropriate for any individual who meets with the specific entry requirements for the module (in line with the relevant programme specification) and the learning activities include a number of asynchronous discussions and written activities for which appropriate support can be provided when required.
The School of Education will provide appropriate support for students with additional needs.
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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