Pedagogy and Practice
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Nia Young
Overall aims and purpose
This module focuses on the critical exploration of effective teaching and will explore key pedagogical concepts, models and theories. The module will offer contemporary pedagogical knowledge and will relate key learning theories to professional practice. It will enable students to evaluate, select and apply the appropriate learning and teaching strategies to specific learning situations. It will equip them to analyse and interpret a range of data about learning and learners. The module will support participants to reflect purposefully on their own pedagogic practices and the future teaching opportunities within their professional contexts.
This module aims to: 1. Enable students to analyse and evaluate their own pedagogic practices and wider professional skills 2. Critically review research evidence on philosophies, key theories, models of practice as they relate to pedagogy. 3. Explore the relationship between theory, policy and practice in relation to professional and pedagogical practice. 4. Promote the development of knowledge, understanding and pedagogical skills suitable for their own context; 5. Enable students to critically reflect on key pedagogical strategies that will inform their own pedagogic practices and future teaching opportunities within their professional contexts.
Critically appraise contemporary pedagogical knowledge and key learning theories
Evaluate, select and apply appropriate learning and teaching strategies to specific learning situations.
Interpret and act upon a range of data about learning and learners
Critically explore effective teaching and key pedagogical concepts, models and theories.
Reflect upon their own pedagogic practices and the future teaching opportunities within their professional contexts.
|LOGBOOK OR PORTFOLIO||Structured reflection and presentation||
Structured reflection and presentation on a pedagogic innovation – its application and effectiveness with learners drawing upon student data. Assessments are designed to ensure parity of provision and experience for all students. All students will benefit from formative feedback throughout the module which will be bespoke to their needs and will complete the same summative assessment per module.
Students will be required to submit a structured reflection and deliver a presentation on a pedagogic innovation – its application and effectiveness with learners drawing upon student data.
Teaching and Learning Strategy
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4301.html
Hattie, J. and Zierer, K. (2019) Visible learning Insights. London: Routledge. Howell, J. (2014) Teaching & Learning: Building Effective Pedagogies. Oxford: Oxford University Press. Bernad-Cavero, O. and Llevot-Calvet, N. (2018) New Pedagogical Challenges in the 21st Century: Contributions of Research in Education. London: IntechOpen.
Pollard, A. with Black-Hawkins, K., Hodges, G. C., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P., Winterbottom, M. and Wolpert, M. A. (2019) Reflective Teaching in Schools. 5th ed. London: Bloomsbury.
Pritchard, A.M. (2014) Ways of Learning: Learning theories and learning styles in the classroom. 3rd ed. London: Routledge. Stronge, J.H. (2018) Qualities of Effective Teachers. 3rd ed. Alexandria, VA: ASCD.
Recommended Journal: International Journal for Educational Research, Pergamom.