Introductory description

The Professional Practice element is concerned with the teaching of your main subject specialism for primary students
and will cover all of the subjects needed for primary teaching.

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

The Professional Practice Portfolio is evidenced through the response to a range of questions providing opportunity for students to provide independent evidence of their performance as classroom teachers in an international setting, in relation to the UK Teachers' Standards (or equivalent). Tasks are undertaken and completed during both school placements, over the course of the PGCEi. The content and structure of each task reflects and supports the professional practice undertaken by Students as they work towards meeting the UK Teachers' Standards (or equivalent) , providing valuable evidence based material for individual standards as well as contributing to an H Level Professional Portfolio of work. Each task combines theory with practice and reflection on action, in a bid to ensure that student teachers emerge from their PGCEi as effective, competent and professionally aware educators and potential school leaders in Primary (5-11) education in an international setting.

Learning outcomes

By the end of the module, students should be able to:

• LO1 Critically engage with and reflect on teacher beliefs and values and their influence in determining pedagogical understanding in an international context.
• LO2 Examine what can be learnt from classroom observation and how these inform and develop professional practice.
• LO3 Demonstrate knowledge and understanding of inclusion in a classroom context and in their specialist subject in an international setting.
• LO4 Show awareness and understanding of the pastoral role of the teacher in school and the impact of this on pupils’ social and academic progress/achievement in an international setting.
• LO5 Create and deliver short and medium lesson plans which reflect the diverse needs of learners, and to understand and apply a range of strategies in their planning to meet these needs and ensure progress/achievement for a range of leaners in an international setting.
• LO6 Make accurate uses of an appropriate range of formative and summative assessment tools that encourage and motivate learners to succeed in a broad range of academic as well as personal and social achievements.
• LO7 Reflect on professional practice and understand how this is critical to continuing development as a teacher educator in an international setting.
• LO8 Met all the Teachers’ Standards (region equivalent)

Indicative reading list

Younger.M, Brindley.S, Pedder.D & Hagger.H (2004), Starting points: student teachers' reasons for becoming teachers and their preconceptions of what this will mean, European Journal of Teacher Education, Carfax Publishing, Vol. 27, No. 3, October 2004
Fisher.A, & Rush.L. (2008), Conceptions of learning and pedagogy: developing Student teachers’ epistemological understandings, The Curriculum JournalnnVol. 19, No. 3, September 227–238
Smith.J. (2005), Understanding the beliefs, concerns and priorities of Student teachers: a multidisciplinary approach, Mentoring and Tutoring Vol. 13, No. 2, August 2005, pp. 205–219 Bishop Grosseteste College, Lincoln, UK
Sharp.J.(2009), Seeing is believing: in Sharp.J Success with your Educational Research Project, Learning Matter Ltd., pp.83-93
Opie, C. (ed) (2004), Doing educational research : a guide for first time researchers, London, Sage
Hopkins, D. (2006), A Teacher’s Guide to Classroom Research, Buckingham: Open University Press
Sharp.J. (2009), Conversations with a purpose: research interviews in Sharp.J. Success with your Educational Research Project, Learning Matter Ltd., pp.73-82

Interdisciplinary

This module is practice-based over approximately 40 weeks, comprising a total of at least 90 days in school.

International

This is an international teacher training course focusing on teaching practice in international contexts.

Subject specific skills

To provide students with a range of high quality opportunities to progress towards the UK Teachers' Standards at a level appropriate for a newly Qualified Teacher, enabling them to become effective, competent and professionally aware teachers in an international setting.
To equip students with skills to select from and apply an appropriate range of teaching and learning strategies to ensure that learning is progressive and challenging for all learners in an international setting.
To broaden students' perspective on teaching and learning through critical based enquiry.
To develop and expand students' knowledge of subject pedagogy and how to apply it to successful learning in an international setting.
To develop reflective practice as fundamental evidence base for professional development in accordance with the UK Teachers' Standards.
To develop students’ understanding and realisation of the appropriate professional characteristics and attributes for teaching in an international education context
To facilitate the acquisition of and critical engagement with practical classroom skills, using a range of resources and online technologies.

Transferable skills

Impacting teaching across all school phases.