¹û¶³Ó°Ôº

The module Learning, Teaching and Reflective Practice (LTRP) aims to build on the conceptual and theoretical basis for teaching and learning in schools which is provided in PLT and pre-course sessions, by reflecting on students' experiences on their school placements. The philosophical approach underpinning LTRP is to provide students with the tools of systematic reflection, so that by applying these tools they may continue their professional development beyond the module in their own practice. This will culminate in the conducting of an enquiry into an aspect of learning or teaching on school placement, a report about which will form the main part of the assessment. There will also be a formative presentation of their inquiry work at an earlier stage to help guide the assignment.

Ìý

Learning:

This module will continue students’ exploration from pre-induction and PLT module sessions of: what learning is; how humans learn; what makes learning effective; and factors impeding learning. Students will investigate beliefs about learners and learning and reflect on their own preconceptions relating to models of learning. Students will also learn about profiling their pupils and about engaging with learners within and outside lessons. Strategies to build a meaningful relationship and rapport with pupils will also be examined.Ìý

Teaching:Ìý

Drawing on individual observations on placement and joint observations from lesson extracts and micro-teaching, this module will discuss the relevance of teaching, what teaching is, what makes a good teacher and how teaching differs depending on context, more specifically in relation to the UK mainstream context. We will examine professionalism in relation to the STEP teaching standards, taking account of teacher wellbeing and work-life balance.Ìý

Reflective practice:Ìý

This module will introduce and build the concepts of self-regulated learning and independent study, which are core elements to reflective practice. Students will be learning about the relevance of reflection and reflective practice for professional development and school improvement by considering, applying and critiquing reflective models such as Tripp, Kolb, Brookfield, Gibbs, Rolfe et al. Students will be encouraged to develop their personal preferred reflection styles and methods, which will include creative methods within reflective journals/learning logs.Ìý