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Description
颁辞苍迟别苍迟:听听
Students on this module will critically examine what goes on in classrooms.听 They will develop understanding of teaching and learning practices, their underlying assumptions and their educational strengths and weaknesses. They will engage with multiple methods and theoretical perspectives for investigating practice; and conduct inquiry, engaging with reflection, into their own or another鈥檚 teaching or learning context.听 No teaching experience is necessary to take this module, just a willingness to get to grips with the complexities of teaching and learning.听 The module runs in the Autumn term (face to face) and Spring term (online and face to face).听
Teaching delivery:听听
The In person (face to face) module is taught by ten (3 hour) weekly seminars led by module tutors.听 The online version of the module follows the same content as the face to face module and runs for 10 weeks asynchronously.听 The online module will particularly suit those looking for flexibility in their programme of study.
Indicative Topics:听听
Indicative lecture topics (based on module content in 2023/24 and subject to revision):听
Critiquing a learning event听
What makes a 鈥榞ood teacher鈥�?听听
Teacher knowledge听
Learning in groups听
Deep and surface learning听
READING WEEK听
Independent learning听
Student-centred and teacher centred approaches听
Learning as conceptual change听
Assessment and learning听
Bringing it All together: Preparing for Your Essay听
Module Aims and/or Objectives:听
Drawing on relevant authors鈥� writing and participants鈥� experience, this module aims to stimulate critical reflections and actions, in response to the following four core questions:听
- What happens in learning environments?听听
- How does learning happen?听
- What factors influence learning?听
- Which learning outcomes are valuable and why?听
The module seeks to weave together four (interrelated) strands:
- Theoretical frames: What assumptions do we bring with us in thinking about what happens in a variety of learning environments?
- Methodological frames: How should/could these environments be researched?
- Pedagogical issues: What are students learning and how we could/should respond? How do we/could we understand 鈥榩edagogy鈥�?听
- Professional issues: Who decides what counts as knowledge in and about learning environments?
Students will:
- critically examine teaching and learning practices:听 their underlying assumptions and their educational advantages and problems.听
- engage with multiple methods and theoretical perspectives for investigating practice; and
- conduct inquiry, engaging with reflection, into their own or another鈥檚 teaching or learning context.听
Recommended readings:
Blatchford, P., Kutnick, P. Baines, Galton, M., (2003). Toward a social pedagogy of classroom group work. International Journal of Educational Research, 39 (8), 153鈥�172. *听
Durden, G. (2019) Beginner Teachers鈥� Conception of a Successful Lesson in an English Secondary School: Structure and Implications, Teaching and Teacher Education, 77 10-18*听
Maclellan, E. (2008). The significance of motivation in student-centred learning: a reflective case study. Teaching in Higher Education, 13(4), 411-421. doi:10.1080/13562510802169681
Shulman (1986) Pedagogical Content Knowledge (PCK) in Boyd, P., Hymer, B., and Lockney, K. (2015) Learning Teaching: Becoming An Inspirational Teacher. Critical Publishing Ltd. *听
Marton, F., Saljo, R., 1976.听 Qualitative Differences in Learning: Outcome and Process. British Journal of Educational Psychology 46, 4鈥�11. doi:10.1111/j.2044-8279.1976.tb02980.x*.听
Module deliveries for 2024/25 academic year
Last updated
This module description was last updated on 8th April 2024.
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