Individual Study 3 - Contemporary Issues in Education
Rhedir gan School of Educational Sciences
20.000 Credyd neu 10.000 Credyd ECTS
Trefnydd: Mrs Hazel Jane Wordsworth
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.
Strategaeth addysgu a dysgu
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
Sgiliau pwnc penodol
- 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