Introductory description

This module encompasses the professional assessment of the iQTS Teachers' Standards. For iQTS compliant courses this module form part of the award of iQTS.
The module includes placement based training activity, development of professional skills and knowledge and assessment of teaching placement.
Assessment of the digital portfolio also leads to the award of a 30CAT level 6 academic module.

Module web page

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 iQTS Teachers' Standards and UK ITT Core Content Framework for teacher training. Tasks are undertaken and completed during both school placements, over the course of the PGCEi or PGCE-iQTS. The content and structure of each task reflects and supports the professional practice undertaken by Students as they work towards meeting the iQTS Teachers' Standards, 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 course 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 Meet the iQTS Teachers’ Standards

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

View reading list on Talis Aspire

Interdisciplinary

This module is practice-based over approximately 42 weeks, comprising a total of at least 90 (PGCEi) or 120 (PGCE-iQTS) days in school.

International

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

Subject specific skills

To enable trainees to have a full knowledge of the UK ITT Core Content Framework and to meet the requirements of the iQTS Teachers’ Standards. In particular trainees will learn to: self-direction in the interpretation and application of the Warwick Teacher Values in their own practice; develop systematic and critical understanding of current research-informed and evidence-based professional pedagogy as appropriate to the age-phases for which they are training;
understand the importance of positive outcomes for all pupils as a basis for evaluating successful professional pedagogy and practice; support and develop trainees’ abilities to relate theory to professional practice. Deploy a range of challenging, creative and engaging approaches to personalise teaching and learning understand and demonstrate required standards of professional behaviour; promote positive outcomes for all pupils through linking theory with practice e.g. applying university and school-based training to their own teaching practice; understand and apply appropriate practice to safeguard the well-being of pupils; take responsibility for their own professional development, including through evaluation and reflection upon their own practice, engaging with feedback on their practice and target-setting to promote further progress

Transferable skills

Trainees will develop and demonstrate: initiative and personal responsibility: confident and responsible decision-making in complex and unpredictable situations: independent learning ability required for continuing professional development; personal resilience in order to maximise own professional development; appropriate skills to be able to work effectively as part of a team; self-direction in the application of the Warwick Teacher Values.