| Unit name | Professional Development for Early Career Teachers |
|---|---|
| Unit code | EDUCM0016 |
| Credit points | 20 |
| Level of study | M/7 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Kate Hawkey |
| Open unit status | Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Research has shown that support for teachers in their early years in the professional is valuable in terms of teacher retention and continuing professional development and promotion (Hobson et al, 2009). Traditional sources of support, such as the local authority, have diminished in recent years. The unit aims to build on the skills, knowledge and understanding participants have gained during their pre-service training and education, including those issues frequently identified nationally and internationally as areas which require further development, such as behaviour management, motivation and assessment. This unit enables participants to plan and/or carry out an individual investigation on an issue in education relevant to their own development needs and those of their organisation. The unit aims to enable participants to reflect on practice and relate this to the most recent trends in policy and findings from research. Although the unit is likely to be of interest to local teachers, it may also be of interest to international students who have some teaching experience
After taking this unit, participants should demonstrate that they: -Have developed their skills, knowledge and understanding of key issues commonly experienced by teachers in the early phase of their career. -Have planned and/or carried out an investigation on an issue related to their professional development. -Have developed their skills of reflection and analysis of the interaction between policy, research and practice.
Teaching will be interactive drawing on a mixture of tutor input, workshops, and participant presentations. Participants will be supported through our VLE blackboard and face to face tutorials.
A presentation and assignment write-up together totally 4,000 words on an issue identified by the participant. Assignments can either be in a standard essay format or as a multi-media document.
Earley, P. & Porritt, V. (eds.)(2010) Effective Practices in Continuing Professional Development: Lessons from Schools. Menter, I. (2010) Teachers – Formation, Training and Identity: A Literature Review. Bubb, S. & Earley, P. (eds.)(2007) Leading and managing Continuing Professional Development. Johnson, D. & Maclean, R. (eds.)(2008) Teaching: professionalization, Development and Leadership. Springer. Hobson, A.J. et al (2009) Becoming a Teacher: Teachers’ Experiences of Initial Teacher Training, Induction and Early professional Development. Final Report. London: DfCSF. Altrichter, H, Posch, P & Somekh, B (2008) Teachers Investigate their Work: An Introduction to the Methods of Action Research, Routledge
