Introductory description

This module forms part of the Primary PGCE programme in the Centre for Teacher Education and is undertaken by all Primary PGCE students. It is taught in groups of students and runs throughout the programme.
This module is weighted with 30 CATs at level 7 towards the award of PGCE; it is approved for APL towards agreed MA programmes. The module is delivered via blended model of learning, workshops and seminars within the university and through placement-based learning.

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.

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.
Students will be expected to engage critically and analytically with a range of professional topics and research which underpin effective teaching and learning pedagogy. They will develop the skills, knowledge and understanding required to be an effective teacher and to understand the impact this has on pupil progress and wellbeing.
Pedagogy may include: Inclusion; Disadvantaged pupils/Pupil Premium; Children’s Learning, memory and cognitive science; Behaviour to Learn; Adaptive teaching; Assessment for Learning; Motivation and engagement; SEND and individual needs; EAL; Effective deployment of teaching assistants; Assessment of Learning and tracking progress; Pupils’ mental health; communicating with parents; Bullying; an introduction to L7 academic study.

Taught sessions examining professional pedagogy, will be examined through lectures and workshops that are followed up by placement-based learning opportunities to develop and innovate practice in response to professional learning. Throughout the course students will develop and continue to build towards a vision for transformational teaching and learning that will underpin their practice on teaching placements.

Learning outcomes

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

• LO1 demonstrate conceptual understanding of: current research-informed and evidence-based professional practice and pedagogy; established theories and principles; and emerging issues at the forefront of policy and practice
• LO2 demonstrate a commitment to embodying the Warwick Teacher Values and becoming an ethical practitioner
• LO3 demonstrate skills of critical analysis and reflection on research, theory, policy and practice.
• LO4 use positive outcomes for all learners as a basis for critically evaluating successful professional pedagogy and practice
• LO5 demonstrate self-direction in applying conceptual understanding in order to systematically and creatively resolve practical issues in complex and unpredictable professional environments

Indicative reading list

Bolton, G. (2010) (Third Edition) Reflective Practice. SAGE
Brooks, V., Abbott, I. & Huddleston, P. (Eds) (2012) (3rd Ed.) Preparing to Teach in Secondary Schools: a student teachers’ guide to professional issues in secondary education. London: Open University Press.
Dillon, J. & Maguire, M. (2007) (3rd Ed.) Becoming a Teacher, McGraw Hill
Jordon, A., Carlile, O. & Stack, A. (2008) Approaches to Learning, Open University Press
Hopkins, D. (2002) A teacher's guide to classroom research, Open University Press
Sharp, J. (2009) Success with your Education Research Project, Learning Matters

Research element

Students are expected to evaluate an area of their teaching practice in line with recent evidence and theoretical perspectives on learning and show how they might implement changes to their professional practice informed by a critical analysis of research evidence.

Interdisciplinary

Aspects of psychology, sociology and other social scientific theory

Subject specific skills

Skills, knowledge and understanding to be a successful teacher and the impact this has on pupil progress.
Critical analysis of educational theory, pedagogy, government policy, legislation, school practice.
Understanding of the needs of learners, barriers to learning and how to address these.

Transferable skills

The qualities and transferable skills necessary for employment requiring:

• the exercise of initiative and personal responsibility;
• decision-making in complex and unpredictable situations;
• the independent learning ability required for continuing professional development.
  Critical thinking and critical literacy
  Professional communication skills, including writing for a professional audience, referencing and presentation of an evidence-informed rationale for practice.
  Research skills - how to find relevant sources
  Ability to engage critically with research in the discipline.
  Analysis, application and synthesis