Individual Study 3 - Contemporary Issues in Education
Run by School of Educational Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Mrs Hazel Jane Wordsworth
Overall aims and purpose
This module aims to: • Provide an opportunity for the in-depth investigation of a topic of contemporary significance to education; • Enable Associate Teachers to be able to identify an area of education and critically analyse its significance; • Enable Associate Teachers to critically analyse relevant research and published work that will inform their specialist understanding; • Reflect on research and theoretical perspectives and discuss the implications of these in the field of education.
Associate Teachers will focus on a specific contemporary issue relevant to the wider education agenda, such as multi professional working, educational initiatives, cultural differences, the role of families etc. exploring the impact of this on children in schools.
Associate Teachers will receive tutorial support to identify an area of study, to develop and carry out an individual study in the chosen area.
Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good.
A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature.
Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles.
Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.
All learning outcomes will have been met to a satisfactory level.
Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature.
Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning.
Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.
Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others.
A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature.
Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles.
Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context
Identify and critically examine literature and theories relating to their chosen area of interest;
Synthesise and critically reflect upon relevant knowledge, concepts and theories.
Identity an area of professional relevance and explore its significance.
Teaching and Learning Strategy
- Literacy - Proficiency in reading and writing through a variety of media
- 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
- 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.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
Subject specific skills
- That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
- That they can critically analyse information from research and other forms of evidence;
- That they can combine information from a number of sources in order to understand theory and practice;
- That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
- That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;
Abrams, F. (2010). Learning to fail: how society lets young people down. Oxon, United Kingdom : Routledge. Bangs, J. MacBeath, J. & Galton, M. (2011) Reinventing schools, reforming teaching : from political visions to classroom reality. Oxford, United Kingdom: Routledge Cohen (2002) How the Childs Mind Develops. Hove, United Kingdom: Routledge.Hughes, P. (2010) Breaking barriers to learning in primary schools : an integrated approach to children's services. Oxford, United Kingdom: Routledge Lewis, A. & Lindsay, G. (1999) Researching Children’s Perspectives, Buckingham, United Kingdom: Open University Press OCHMI Standards in Education: Annual Report of The Chief Inspector, London, United Kingdom: Ofsted (Annual Publication). Lindon, J. (2007). Understanding children and young people: development from 5-18 years. London, United Kingdom: Hodder Arnold. Nutbrown, C., (1996). Respectful educators – capable learners. London, United Kingdom: Paul Chapman. Journal of Social Issues http://www.blackwell-synergy.com.voyager.chester.ac.uk