Teaching Psychology in Higher Education Portfolio
Run by School of Human and Behavioural Sciences
10.000 Credits or 5.000 ECTS Credits
Organiser: Dr Caroline Bowman
Overall aims and purpose
This course is designed for graduate students to develop their Higher Education teaching skills in the field of Psychology. The objective of the course is to deepen understanding of personal teaching practice and to assist future academic development. This course aims to develop competent and adaptable teaching practitioners, able to facilitate and support learning. This course will provide the opportunity to develop teaching skills through independent learning and an extensive series of teaching opportunities. Progress will be supported through regular reflection via observations and optional workshops. Successful completion of the first and second teaching placements (PPT4001 and PPT4002) will allow the student to progress to this portfolio module (PPT4003). Progress will be aided by the use of reflective techniques throughout the teaching placements and a portfolio of work related to the teaching practice will be submitted on the completion of the final module (PPT4003).
This course is part of a series of modules (PPT4001 and PPT4002) with the ultimate aim to develop and enhance teaching skills, understanding of issues teaching in Higher Education, and the mechanisms involved in running and developing Psychology courses in Higher Education. Students will be expected to work as a member of a teaching team to complete their Teaching Practice.
These courses are predominately focused on the practice of teaching, rather than pedagogical theory. The aim of the course is to help students become a competent and adaptable teaching practitioner, able to facilitate and support student learning. Moreover, they will gain some insight and experience of the ‘hidden’ mechanisms of teaching in Higher Education (e.g., quality assurance, moderation etc). They will find these skills invaluable for their future academic development and employability.
o Complete portfolio with minimum evidence included for all required components. o Adequate knowledge of key concepts in teaching in Higher Education only. o Some understanding of main pedagogical issues with several factual errors. o Limited evidence of independent creation of teaching resources. o Weak written and oral presentation, but some evidence of coherent expression. o Some consideration of teaching skills with honest reflection on own capabilities.
o Complete portfolio with detailed evidence included for all required components. o Strong knowledge of key concepts in teaching in Higher Education. o Solid understanding of main pedagogical issues with few factual errors. o Some evidence of independent creation of teaching resources. o Well-structured written and oral presentation showing focus in expression. o Some insight into teaching skills with honest reflection on own capabilities.
o Complete portfolio with detailed evidence included for all required components plus additional evidence demonstrating additional engagement. o Comprehensive and detailed knowledge of teaching in Higher Education. o Excellent understanding and original interpretation of pedagogical issues with no factual errors. o Clear evidence of independent creation of teaching resources. o Well-structured written and oral presentation showing focus and clarity of expression. o Depth of insight into teaching skills with honest reflection on own capabilities.
Devise and develop class materials for undergraduate-level Psychology courses
Demonstrate an understanding of preparation of assessments in Psychology, grade undergraduate-level work appropriately, and provide effective feedback to students
Interact appropriately with undergraduate-level students to provide a positive and educational student experience
Evaluate the teaching practice of others and respond constructively to evaluations of their own teaching
Demonstrate knowledge and understanding of core aspects of module Quality Assurance
Teaching and Learning Strategy
Students will produce a portfolio based on their teaching experiences, and primarily those experiences encountered in PPT4001 and PPT4002. Students will be assigned a teaching advisor who will act as a mentor. Students will mostly self-study with regard to this module, but the teaching advisor will schedule drop-in times and will also be available to meet one-to-one as and when the need arises. The entire module accounts for 100 hours of the Portfolio candidate's time, and this will include producing all elements of the Portfolio, and meeting with the advisor.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- Mentoring - Able to support, help, guide, inspire and/or coach others
- Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
- Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
- Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in
Subject specific skills
- Understand the scientific underpinnings of psychology as a discipline.
- Apply multiple perspectives to psychological issues and integrate ideas and findings across the multiple perspectives in psychology.
- Communicate psychological concepts effectively in written form.
- Communicate psychological concepts effectively in oral form.
- Be computer literate for the purpose of processing and disseminating psychological data and information.
- Retrieve and organise information effectively.
- Handle primary source material critically.
- Engage in effective teamwork for the purpose of collaborating on psychological projects.
- Be sensitive and react appropriately to contextual and interpersonal psychological factors.
- Use effectively personal planning and project management skills.
- Work effectively under pressure (time pressure, limited resources, etc) as independent and pragmatic learners.
- Problem-solve by clarifying questions, considering alternative solutions, making critical judgements, and evaluating outcomes.
- Reason scientifically and demonstrate the relationship between theory and evidence.
- Understand and investigate the role of brain function in all human behaviour and experience.
- Carry out empirical studies by operationalizing research questions, generating hypotheses, collecting data using a variety of methods, analysing data using quantitative and/or qualitative methods, and present and evaluate research findings (under appropriate supervision).
- Comprehend and use psychological data effectively, demonstrating a systematic knowledge of the application and limitations of various research paradigms and techniques.
- Use a range of statistical methods with confidence.
- Employ evidence-based reasoning and examine practical, theoretical and ethical issues associated with the use of different methodologies, paradigms and methods of analysis in psychology.
- Use a variety of psychological tools, including specialist software, laboratory equipment and psychometric instruments.
- Be aware of ethical principles and approval procedures.