Collaboratice&Amp; Prof Practi
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Dr Nia Young
Overall aims and purpose
This module will focus on the opportunities and purposes of collaborative engagement in professional practice. The module will consider the international evidence about different forms of professional collaboration and its impact on learners. The module will reinforce the importance of creating effective learning environments where all learners feel safe and can develop to their full potential. The model will encourage students to critically reflect on their professional practice and to identify effective strategies that support well-being, safeguarding and the wider needs of their learners. The module will consider issues of inclusivity, equity and student wellbeing and how these can be maximised through collaborative forms of professional practice.
This module aims to develop a critical understanding of the value and purpose of professionals working collaboratively to raise standards for all students. It focuses on the opportunities and purposes of collaborative engagement in professional practice and considers the international evidence about different forms of professional collaboration and the consequential impact on learners. The module aims to consolidate how issues of inclusivity, equity and student wellbeing can be maximised through collaborative forms of professional practice.
Critically analyse and evaluate their own values and beliefs concerning teaching and learning in order to develop as a reflective practitioner.
Manage their own well-being, as well as developing their ability to contribute to the well-being and safeguarding of the learners in their care.
Recognise and defend the value of collaborating with colleagues, learners, parents and other stakeholders in order to progress the learning of all young people.
Exercise their contractual, pastoral, legal and professional responsibilities in order to meet the needs and maximise the potential of all learners.
|COURSEWORK||Annotated academic poster||
Annotated academic poster. 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.
Teaching and Learning Strategy
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/xme-4310.html
Datnow, A. and Park, V. (2018) Professional Collaboration with Purpose: Teacher Learning Towards Equitable and Excellent Schools. Abingdon: Routledge. Hargreaves, A. and O’Connor, M. T. (2018) Collaborative Professionalism: When Teaching Together Means Learning for All. London: Corwin Press. Brookfield, S. and Preskill, S. (2012) Discussion as a Way of Teaching: Tools and Techniques for a Democratic Classroom. Second Edition. San Francisco: Jossey-Bass. Davis, B., Sumara, D. and Luce-Kapler, R. (2015) Engaging Minds: Cultures of Education Practice of Teaching. Third Edition. Abingdon: Routledge. Hattie, J. and Zierer, K. (2017) 10 Mindframes for Visible Learning: Teaching for Success. Abingdon: Routledge.