| Unit name | Educational and Professional Studies SEND Investigation |
|---|---|
| Unit code | EDUCM0072 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Mrs. Lythgoe |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
This unit allows PGCE trainees to use their practical experience in their placement schools to explore professional issues in teaching in secondary schools. The main strands of the programme are the classroom craft, pastoral issues, developing as a professional and inclusion. The trainees will carry out an investigation in school which will support the development of their professional skills. The unit promotes evidence and research-based practice as a foundation for career-long personal and professional development. It provides opportunities for working with other professionals in school and in other subject areas.
Aims:
This unit aims to set trainees’ practical teaching experience in the wider context of key issues affecting teaching with a focus on pupil’s individual needs particularly those with Special Educational Needs and Disability (SEND). It aims to provide trainees with opportunities to explore the four strands (see above) through practical experience in school, as well as in dialogue with relevant professionals. They will reflect on and analyse their learning through engagement with a wide range of appropriate literature and research. The unit sets their subject based work in a wider school context, in order to enhance their classroom skills and understanding.
Following successful completion of this unit trainees will be able to:
The Programme Lead will deliver lectures to introduce the assignment and research methods. During the school-based placements a seminar series with an involvement from a range of staff will support trainees in undertaking and critically reflecting on their investigations. Formative feedback will be provided by University tutors.
Trainees will draw on their reading and investigations in school in order to critically evaluate the effectiveness of the educational provision observed. They will submit the equivalent of a 4000-word assignment which will consist of a variety of components, including a literature review, an investigation of key educational issues and a reflective summative evaluation of their own learning in light of their findings. (ILO - 1-6)
Ainscow, M (Ed.) (1999) Understanding the Development of Inclusive Schools, London: Falmer
Arthur, J., Davison, J., and Lewis, M. (2005) Professional Values and Practice: Achieving the Standards for QTS, London: RoutledgeFalmer.
Bourdillon, H. and Storey, A. (2002) Aspects of Teaching and Learning in Secondary Schools: Perspectives on Practice, London: RoutledgeFalmer
Brooks, V., Abbott, I., and Bills, L. (eds) (2012 edition) Preparing to Teach in Secondary Schools: a student’s guide to professional issues in secondary education, Maidenhead: OUP.
Capel, S., Leask, M. & Turner, T. (eds.) (2016) Learning to Teach in the Secondary School: a Companion to School Experience, London/New York: RoutledgeFalmer.
Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education (6th Edition). London: RoutledgeFalmer
Frederickson, N. and Cline, T. (2015) Special Educational Needs, Inclusion and Diversity (3rd Edition) Oxford: OUP
