| Unit name | EPS SEND Investigation (level 6) |
|---|---|
| Unit code | EDUC30046 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Ms. Bailey |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Description:
This unit allows student teachers to use their practical experience in 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. They 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 student teachers’ practical teaching experience in the wider context of key issues affecting teaching. It aims to provide student teachers 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. The unit sets their subject based work in a wider school context, in order to enhance their classroom skills and understanding.
Student teachers will be able to:
1. Plan investigations of practice in school to develop their understanding of
it;
2. Use ideas from some professional literature to develop their own thinking and practice;
3. Begin to understand key educational issues which arise in their practice;
4. Work with other professionals collaboratively;
5. Present clear accounts of their investigations;
6. Show some reflection on their own development as teachers.
Student teachers will attend a programme of lectures and seminars in preparation for the assignment. While university-based there will be a formal programme of lectures and while school-based they will take part in small seminars led by a member of school staff. They will be asked to consult relevant professionals in school to investigate their chosen focus, and to undertake lesson observations in order to evaluate certain types of educational provision in school.
Student teachers will draw on their reading and investigations in school in order to 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 overview of some educational issues and a reflection on their own development.. ILOs 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
