Teaching Responsibility

LJMU Schools involved in Delivery:

Sport and Exercise Sciences

Learning Methods

Lecture

Placement

Tutorial

Module Offerings

7504SPOPID-APR-PAR

7504SPOPID-FEB-PAR

7504SPOPID-OCT-PAR

Aims

  1. To develop prospective new teachers of physical education attitudes, values, and practices that will positively affect growth as a teacher over the short and long term. 
  2. To explore principles, concepts, and skills that promote best practices, professional leadership, and critical inquiry  for effective teaching in an inclusive environment

Learning Outcomes

1.
Critically examine local and global development issues in physical education, cultural and sociological contexts and how they inform the role of continuing professional development in physical education.
2.
Critically explore the role of the physical education teacher as an agent of change in schools and society.
3.
Demonstrate use of reflective practice and action research in teaching and learning to explore the relationship between theory and practice in physical education

Module Content

Outline Syllabus:
  • National policy and frameworks and the implications for the teacher including working collaboratively 
  • Research methods in PE  
  • Action-based research methods 
  • The role of evidence-based practice in PE 
  • Developing effective relationships for learning 
  • Equality of opportunity and inclusion 
  • Assessment including the use of local and national statistical data 
  • Special Educational Needs & Disability 
  • Personalised learning  
  • The teacher and the law 
Module Overview:
This module encourages continuing development as physical educators and adoption of attitudes, values, and practices that will positively affect growth as a teacher over the short and long term. Understanding of principles, concepts, and skills that promote best practices, professional leadership, and critical inquiry are pursued within this module
Additional Information:
Placement/Professional Study

The module requires a significant number of dedicated placement hours and supervised placement for successful completion. It is expected students will spend 48 days in placement/professional studies-related activities. Estimated typical day duration is ~4 hours, however, it can be longer or shorter, depending on arrangements with the placement provider/setting. Placement can be taken either in block or throughout duration of the term.

Portfolio:

The placement-based portfolio (5000-word equivalent) will consist of the following tasks:

• A Reflective Journal (5 entries - 400 words each making critical connection between the module content and work context) - 40%

• A Teaching Philosophy Statement, exploring values and attitudes towards PE as an agency for change in society and education (1000 words) (20%)

• Action plan for professional development based on the feedback from the placement mentor and placement tutor (800 words) (15%).

• An Assessment plan drawing on action research data (1200 words) (25%).

Mode of Study;

The module will be delivered in a blended learning mode through a combination of synchronous and asynchronous learning opportunities. Synchronous learning takes place online or in the classroom in real time, while asynchronous learning enables students to engage with the course content online at their own time and pace.

Following an introductory synchronous lecture, the theoretical material will be accessed online synchronously through engagement with the course notes, pre-recorded lectures, and guided reading. Reflection and discussion are key elements to teaching and learning and will be promoted through a series of participatory online workshops. All students are encouraged to take part in group activities where critical incident sharing and collective discussion of solutions will take place. The online materials will also include self-assessment exercises and reflective tasks to promote consolidation of learning and encourage real-life application of knowledge and skills.

As the proposed module is at a postgraduate level, a large proportion of learning will be independent and self-directed. However, all students will be supported by an allocated Placement Tutor.

Lecture Hours;

Theoretical input for students taking the course in the blended mode will consist of a 2-hour lecture and 2-hour equivalent of guided online learning.

Note:  Module duration  is 4-8 months dependent upon mode of study i.e., FT or PT respectively.

Assessments

Portfolio