Unit information: Professional Development through Reflective Practice in Science Education in 2013/14

Unit name	Professional Development through Reflective Practice in Science Education
Unit code	EDUCM4008
Credit points	20
Level of study	M/7
Teaching block(s)	Academic Year (weeks 1 - 52)
Unit director	Dr. Baggott la Velle
Open unit status	Not open
Pre-requisites	EDUCM4000
Co-requisites	None
School/department	School of Education
Faculty	Faculty of Social Sciences and Law

Description including Unit Aims

Course participants will receive training in reflective practice and action research to enable them accurately to describe and analyse innovations in their or others work in science education and the resulting effects on learning. This will be an iterative process allowing them to gain increasing pedagogical content knowledge. The core aim of this unit is to enable education professionals to evaluate pedagogy and implement improvements initiated through professional development courses. Reflective practice occurs when educators ask questions about the learning they have facilitated as a result of innovatory practice, and seek answers for those questions in a systematic way. It can be most effective when the target is not clearly defined, or when the problem is new or unusual. Thus this unit is linked to continuing professional development initiatives through action research. Where innovations are to be implemented, the students will be supported in a reframing process to use reflection as a vehicle for improving their practice.

Aims:

• To introduce course participants to an overview of the issues involved in the implementation of innovations in teaching and learning in science;

• To review frameworks for self evaluative questioning in order to enable participants effectively to evaluate and improve their or others practice;

• To engage in an action research project of their own initiation;

• To develop a personal rationale for development in science teaching.

• To record their professional development in science education through a reflective practice log.

Intended Learning Outcomes

Students will be able to:

• Demonstrate an understanding of the principles and practice of constructive self-reflection and self-criticism;
• Describe accurately, explain and justify their practice;
• Provide evidence of successful improvement of planning for teaching and learning in science through rigorous evaluation;
• Initiate, implement and report on a small scale action research project;
• Demonstrate personal and professional growth through the production of a reflective log.

Teaching Information

The teaching strategy will employ three broad approaches, where appropriate, with the aims of contextualising as well as theorising issues of central importance, the development of student autonomy, and the individualisation of study and support. These are:

Face to Face Teaching Examples here include large and small group teaching methods, including presentations from staff and experienced professionals, debates, case study analyses, student presentations and practical workshops.

ELearning ELearning approaches will be used to facilitate individualised study and support within the broad parameters of the units and programme. These will include: on-line discussion (with individuals and groups, online supervision and peer mentoring, guidance and feedback. Critical use of Web resources will be encouraged.

Research Where appropriate, for example in order to provide data for analysis or to support a dissertation study, the use of action research, small-scale empirical studies and observations of professional practice will be encouraged and facilitated.

Assessment Information

A presentation of their research project (equivalent to 2,000 words) with accompanying report (2000 words or equivalent) detailing the innovation, its implementation and outcomes as a critical, analytic case study, drawing on the theoretical frameworks developed during the unit.

Reading and References

1. Pollard, A (2002) Reflective teaching. Effective and Evidence informed Professional Practice. Continuum Press, London.
2. Pollard, A (2003) Readings for reflective teaching. Continuum Press, London.
3. Parkinson, J. (2002) Reflective Teaching of Science 11-18. Continuum Press, London.
4. Hoyle, E. and John, P. D. (1995) Professional Knowledge and Professional Practice. London: Cassell.
5. Bernstein, B. (1996) Pedagogy, Symbolic Control and Identity. Taylor and Francis, London
6. Cambridge Journal of Education [journal]