Course Catalogue

The overall aim of the programme is to support the early professional learning needs of those entering the teaching profession. and to produce postgraduates who are able to play a significant role in relation to application of knowledge in the field of education practice in schools colleges and settings. The curriculum and approach to learning, teaching and assessment aim to meet the challenges of the initial training year in the school or setting through the development of intellectual, analytical and research skills relevant to the needs of the beginning professional in education practice. The specific aims of the programme are: - To expand the knowledge and understanding of beginning teachers in the area of teaching and learning in education through learning based on critical engagement with current education theory, research, policy and practice - To develop critical educational practice in teaching and learning through analysis of, reflection on and engagement with this knowledge and understanding in their professional settings - To enable students to extend their capacity for independent study and to make an original contribution to research applied to teaching and learning relevant to their professional learning needs and educational setting - To develop those learning, communication and reflective skills necessary to enable students to participate in lifelong professional learning leading to further specialised study

Acquisition of knowledge and understanding is achieved through a broad range of teaching methods including lectures, tutorials, workshops, case studies and engagement with theory and research through critical reading, critical reflective practice and the use of appropriate ICT applications. Assessment will be through reflective practice assignments involving a range of assessment methods including; presentations, reports, critical reflection on professional practice, practitioner research reports and other appropriate activities. Intellectual skills are developed through engagement with literature, theory and policy and through analysis and reflection on real-world professional practice, through a range of learning activities such as taught sessions, tutorials, seminars, private study and coursework assignments as appropriate. Usually, coursework assignments require the integration of theory and practice, in order to enable participants to demonstrate the learning outcomes. Intellectual skills are assessed and the mode of assessment is specified in the module handbooks. Assessment will be through reflective practice assignments involving a range of assessment methods including; individual and group work tasks, presentations, essays, reports, critical reflection on professional practice accounts, action research reports and dissertations and other appropriate activities. The underpinning assessment strategy is reflection on professional practice from a theoretical / research perspective. Practical skills are developed throughout the programme by ensuring that critical approaches to context, policy and learning for education underpin module content and processes. Equally, critical reflection on theory, research and professional practice is a design feature of all modules. Professional practical skills re assessed within the assessment strategies. Assessment will be through reflective practice assignments involving a range of assessment methods including; individual and group work tasks, presentations, reports, critical reflection on professional practice accounts, practitioner research reports and other appropriate activities. Transferable skills are incorporated within modules and related to relevant assessments as appropriate. Transferable skills are related to relevant assessment as appropriate.

This programme is designed to support practice based professional learning for trainee teachers who are engaged in a school led initial teacher training (ITT) programme leading to Qualified Teacher Status (QTS). Participants will be involved in placement based training in schools colleges or settings that are able to support this goal during their study with the school led ITT provider.