TE6673 - Professional Studies 3

What will I learn on this module?

Throughout this module you will explore professional practice within the context of the Teachers’ Standards (DfE, 2012), you will learn to participate in reflective and critical debate upon issues that impact on your forthcoming role of the primary teacher and as a professional in the 21st Century. We provide opportunities for you to critically reflect upon major issues relating to your own pedagogy with a coherent and flexible understanding of learning and teaching, within your future role as a primary teacher. You will be able to critically reflect upon the role and purpose of government initiatives, legal requirements and responsibilities, other agencies and governing bodies and partnerships with a variety of people including parents, colleagues and other professionals. You will understand the changing nature and complexity of primary educational provision and underpinning policies. You will recognise your personal and professional responsibility for continuing professional development as part of lifelong learning in a profession. As an autonomous professional you will be able to critically reflect upon and analyse your own development to set personal targets for your continued professional development, and recognise your areas of strengths which can contribute to a strong job application. We will help you prepare for the transition into the teaching profession with an opportunity to take part in a mock written application and personal statement.

How will I learn on this module?

You will learn through lectures, tutorials, and independent learning. Throughthe professional tutorial system you will be supported in your development throughout the module. You participate in a series of lectures, seminars, tutorials and workshops which will provide you with opportunities to reflect on your school-based experiences and develop an appreciation of the importance of integrating practice and learning theory. Your learning will be situated in distinct ‘communities of practice’ where experiential, collaborative and individualised strategies will enable you to develop the personal, professional and transferable skills associated with outstanding Newly Qualified Teachers. There will be a strong emphasis on our widening partnership with professionals in schools, especially from school leaders as you look towards future job applications and gaining subsequent employment.

How will I be supported academically on this module?

Successful academic achievement requires a system of robust support and guidance to help you focus on your learning needs. In addition to the pastoral support you will receive, the tutors involved in delivering this module will provide guidance and academic counselling to ensure that you are able to confidently engage with the academic rigour of this module. This dialogue will be face to face in lectures, seminars or tutorials and is an essential aspect of the programme’s assessment for learning strategy. Extensive support is also accessible online as part of the University’s commitment to technology enhanced learning. This employs the use of the e-learning portal (Blackboard including Pebble+) and social networking and collaborative tools.

A central feature the academic support available to you is the service provided by the University Library. This 24/7 service caters for all your learning needs, has extensive access to electronic texts and tutorials that will directly support the development of academic skills aimed at improving your critical thinking and analytical writing.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
1. Secure your understanding of the changing nature and complexity of developing role of the teacher as a professional, through participating in reflective and critical debate upon issues that impact upon the underpinning thinking of; government initiatives, policy, legal requirements and responsibilities, other agencies and governing bodies and partnerships with a variety of people including parents, colleagues and other professions and professionals in education.
2. Critically reflect upon major issues relating to the development of a coherent and flexible understanding of learning, thinking, teaching and creativity within your future role as an Early career teacher (ECT).

Intellectual / Professional skills & abilities:
3. Critically reflect upon and analyse your own development as an autonomous professional related to your experience in educational contexts across the relevant age phase(s) ) and demonstrating correct application of all aspects of Standard English, e.g. spelling, punctuation and grammar

4. Utilise the professional body requirements, literature in the field (including inspection and research evidence) alongside the taught elements of this module and your learning in educational contexts, in order to analyse the above to develop your personal professional profile and support your future employability.

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. Recognise your personal and professional responsibility for continuing professional development as part of life-long learning in a profession, set personal targets for your development and recognise your areas of strength; in preparation for the transition to becoming an Early Career Teacher.

Due to the professional nature of the programme and the external regulatory body for teachers, all the module level objectives above also contribute directly to your ability to: Demonstrate the Teachers’ Standards (DfE, 2012) for QTS, via an (ICT based) professional portfolio across the relevant age phase(s)

How will I be assessed?

Summative Assessment:

The most important factor affecting pupil learning is the teacher.’ (Tucker and Stronge, 2005)

New Vision Primary Academy has advertised a vacancy for an inspirational professional (TS1, DfE, 2012) to teach a class of pupils in either Early Years (Reception), Key Stage 1 (Year 2) or Key Stage 2 (Year 5). The school educates pupils from 3 – 11 and aims to develop a range of specialist teaching facilities on-site.
You are applying for the post of class teacher in one of these age groups. You are required to write a personal statement clearly demonstrating why you are the ideal candidate for your chosen post.

In your Personal Statement, with reference to literature, please ensure you address the following:
• Identify the characteristics of an effective teacher and explain how you have demonstrated these characteristics on placements.
• Discuss the pedagogical approaches you intend to use as a class teacher, justifying and critically appraising your choices.
• Explain the theoretical frameworks that inform your own educational philosophy and explain how they have influenced your approaches to teaching, learning and assessment.
• Emphasise the specific knowledge, skills and experiences that make you an appropriate match for your chosen age group, with reference to the Teachers’ Standards.
12,500 words
100% Weighting

(KU 1, 2; iPSA 3, 4

Pre-requisite(s)

Educational Research and Enquiry 1 & 2
Educational Placements 1 & 2
Professional Studies 1 & 2

Co-requisite(s)

Educational Research & Enquiry 3
Educational Placements 3
Curriculum Studies 3

Module abstract

In this module you will consolidate your critical understanding of the roles and responsibilities that impact on the developing role of the teacher as a professional in relation to the Teachers Standards (DfE, 2012). In particular the module aims to enable you to consider your own continuing professional development in relation to your transition into the induction year of teaching as an Early Career Teacher (ECT). The module will help you to consider a range of issues in relation to the legislation for education and the child and family. You will analyse major issues relating to the development of a coherent and flexible understanding of learning, thinking and teaching within your future role as a primary teacher. You will be able to critically reflect upon the role and purpose of government initiatives, legal requirements and responsibilities, other agencies and governing bodies and partnerships with a variety of people including parents, colleagues and other professions and professionals, enabling you to discuss the knowledge required for you to work in multi-professional contexts.

You will debate the complexities and implications of the research and inspection evidence on the role of the teacher as a professional, enabling you to synthesise, analyse and reflect upon evidence of your own development towards becoming a newly qualified teacher, collected via your personal professional portfolio. You will become responsible for your personal and professional continuing professional development as part of your lifelong learning within the teaching profession. To this end, you will be able to critically reflect upon and analyse your own development as an autonomous professional and to set personal targets for development which build on your areas of strengths. You will be supported to prepare you for the transition into the teaching profession and gain employment and demonstrate an outstanding use of technology, all of which will enhance your employment potential.

Course info

UCAS Code X120

Credits 20

Level of Study Undergraduate

Mode of Study 3 years full-time

Department Social Work, Education and Community Wellbeing

Location Coach Lane Campus, Northumbria University

City Newcastle

Start September 2024 or September 2025

Fee Information

Module Information

All information is accurate at the time of sharing.

Full time Courses starting in 2023 are primarily delivered via on-campus face to face learning but may include elements of online learning. We continue to monitor government and local authority guidance in relation to Covid-19 and we are ready and able to flex accordingly to ensure the health and safety of our students and staff.

Contact time is subject to increase or decrease in line with additional restrictions imposed by the government or the University in the interest of maintaining the health and safety and wellbeing of students, staff, and visitors, potentially to a full online offer, should further restrictions be deemed necessary in future. Our online activity will be delivered through Blackboard Ultra, enabling collaboration, connection and engagement with materials and people.

 

Current, Relevant and Inspiring

We continuously review and improve course content in consultation with our students and employers. To make sure we can inform you of any changes to your course register for updates on the course page.


Your Learning Experience

Find out about our distinctive approach at 
www.northumbria.ac.uk/exp

Admissions Terms and Conditions
northumbria.ac.uk/terms

Fees and Funding
northumbria.ac.uk/fees

Admissions Policy
northumbria.ac.uk/adpolicy

Admissions Complaints Policy
northumbria.ac.uk/complaints