Introductory description

The Phase Studies element is concerned with the teaching of your main subject specialism for secondary students
and will cover the secondary subject specialism.

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 International PGCE Secondary Phase Studies module has been developed to support the professional practice of students, as undertaken in their school setting, as they work towards meeting the iQTS Teachers’ Standards (to vary according to context). It is designed to heighten students’ awareness of the pedagogical approaches related to their subject specialism to enable them to adopt a range of approaches and strategies to ensure that their teaching is sufficiently diverse to challenge or support as appropriate in an international education setting. It is also designed to ensure that students have a broad understanding of issues in their subject specialism in the secondary (11-18) phase, beyond those they may encounter in their school setting. This will enable them to combine theory with practice and systematically evaluate and reflect on action taken, thus ensuring that students (trainee teachers) emerge from their PGCE International as effective, competent and professionally aware educators in theirsubject specialism in the secondary (11-18) phase.

Students will be expected to engage critically and analytically with a range of theories and models which underpin effective teaching and learning. They will develop the skills, knowledge and understanding required to be an effective teacher and to understand the impact this has on pupil progress in their subject.

Sessions examining the use and practice of key aspects of pedagogy including those issues identified by the UK government and comparative governments through national priorities will be and subsequently critically analysed. Throughout the course students will develop and continue to build towards a vision for outstanding learning and teaching in their subject area that will underpin their practice on teaching placements.

The course will offer students the opportunity to attend seminars and workshops designed to challenge and re-focus beliefs and attitudes towards learning and teaching. All students will be introduced to skills and techniques to support their development as reflective practitioners. All students will gain access to a wide variety of pedagogic styles and innovative methods for learning and teaching. This will be followed up by online distance learning tasks.

Throughout the course links between Critical Reflection and students' subject specialisms will be emphasised ensuring that all students embrace the concept of a connected curriculum.

During the module students will experience opportunities to explore their secondary education phase, its importance nationally (according to region) and internationally in relation to their own personal philosophy for/approach to teaching in that field.

Learning outcomes

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

• Identify and critically evaluate the key principles underpinning leading edge approaches, methods and debates in the teaching and learning of their subject specialism in an international context.
• Actively engage with and critically analyse current theories and practices in pedagogy and methodology in their subject specialism.
• Critically reflect on the knowledge and appropriate pedagogic skills needed for a rigorous and innovative approach to teaching in their subject specialism .
• Present a well-reasoned and appropriately substantiated argument, drawing on evidence from a variety of sources and synthesising ideas as appropriate.

Indicative reading list

The reading list held by the University Library (via Tallis Aspire) will be kept up to date in accordance with developments in the subject area. Electronic copies of the texts can be made readily available to distance learners.

Brooks, V., Abbott, I. & Huddleston, P. (Eds) (2012) (Third Edition) 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) Becoming a Teacher, Third Ed. McGraw Hill.
Hopkins, D. (2002) A teacher's guide to classroom research, Open University Press.
Jordon, A., Carlile, O. & Stack, A. (2008) Approaches to Learning, Open University Press.
Sharp, J. (2009) Success with your Education Research Project, Learning Matters

View reading list on Talis Aspire

Research element

Research into the issues in your phase and subject for the 4,000 word Master's level assignment.

International

This is an international teacher training course.

Subject specific skills

To enable students to become effective, competent and professionally aware secondary teachers in their area of expertise.
To provide students with an overview of the UK National Curriculum (where appropriate) and developments in teaching and learning within their area of expertise in an international setting.
To develop an understanding of and engage critically with current theories and practices in the pedagogy of their subject specialism.
To facilitate the acquisition of and critical engagement with the pedagogical approaches underpinning classroom skills.
To enable students to develop the critical skills needed to reflect on and evaluate their own progress in becoming an outstanding teacher and develop a clear set of teacher beliefs and values associated with the very best in the profession.
To ensure that students are able to reflect critically on their own practice as well as that observed in their placement school(s).

Transferable skills

The Phase Studies module is designed to complement the themes of the Professional Enquiry module,
ensuring that your focus on these themes is maintained, reviewed and developed throughout the course of the
year.