Module Descriptors
THE TEACHING ASSISTANT AND CONCEPTS IN EDUCATION
EDUC50390
Key Facts
Faculty of Business, Education and Law
Level 5
30 credits
Contact
Leader: Stephen Hall
Email: S.J.Hall@staffs.ac.uk
Hours of Study
Scheduled Learning and Teaching Activities: 30
Independent Study Hours: 270
Total Learning Hours: 300
Assessment
- EXAMINATION - SEEN EXAMINATION IN EXAMINATION CONDITIONS weighted at 100%
Module Details
Module Learning Strategies
A conference approach will be used for this module. Each topic will be introduced with a lecture, video or audio recording, followed up in small group structured seminars and ending with a plenary session. For independent study, participants, with the support of school-based mentors, will observe practice and focus on specific activities in their workplace. They will document this, to share in group sessions and to help them to prepare for their assessment tasks.
Module Resources
Tutor sessions
Mentor support
Work based experience
Library
IT
Mentor support
Work based experience
Library
IT
Module Texts
Hayes, D. (1996) Debating Education, Department of Education, Canterbury Christ Church College
Matheson, C. and D. (eds) (2000) Educational Issues in the Learning Age, London, Continuum
Matheson, D. and Grosvenor, I. (eds.) (1999) An Introduction to the Study of Education, London, David Fulton
McCormick, R. and Paecher, C. (1998) Learning and Knowledge, London, Paul Chapman
Myers, K. (ed.) (2000) Whatever Happened to Equal Opportunities, London, Paul Chapman
Rogers, J. (2001) Adults Learning, Buckingham, Open University Press
Vincent, C. (2000) Including Parents: Education, Citizenship and Parental Agency, Buckingham Open University Press
Watson, C. W. (2000) Multiculturalism, Buckingham, Open University Press
Wilson, J. (2000) Key Issues in Education and Teaching, London, Cassell
Matheson, C. and D. (eds) (2000) Educational Issues in the Learning Age, London, Continuum
Matheson, D. and Grosvenor, I. (eds.) (1999) An Introduction to the Study of Education, London, David Fulton
McCormick, R. and Paecher, C. (1998) Learning and Knowledge, London, Paul Chapman
Myers, K. (ed.) (2000) Whatever Happened to Equal Opportunities, London, Paul Chapman
Rogers, J. (2001) Adults Learning, Buckingham, Open University Press
Vincent, C. (2000) Including Parents: Education, Citizenship and Parental Agency, Buckingham Open University Press
Watson, C. W. (2000) Multiculturalism, Buckingham, Open University Press
Wilson, J. (2000) Key Issues in Education and Teaching, London, Cassell
Module Additional Assessment Details
2 hour pre-seen written examination. The paper must, overall, demonstrate achievement of the identified learning outcomes.
Module Indicative Content
Topics studied will include:
1. aims in education
2. education and society
3. ideology and culture
4. politics and policies
5. race, ethnicity and gender
6. underachievement
7. lifelong learning
8. equality of learning
9. personal, social and moral education
10. global issues in education
Participants will be required to prepare for each taught session by reflecting on their understanding of issues to be discussed in relation to observed practice in their work places. At the end of the module, time will be allocated to supporting participants in preparing a section to add to Part 3 of their Personal Professional Development Portfolio, reflecting upon and reviewing how their work for this module has enabled them to develop knowledge, understanding and skills as identified in their individual action plans. This reflective review may lead to changes or additions to the action plan.
1. aims in education
2. education and society
3. ideology and culture
4. politics and policies
5. race, ethnicity and gender
6. underachievement
7. lifelong learning
8. equality of learning
9. personal, social and moral education
10. global issues in education
Participants will be required to prepare for each taught session by reflecting on their understanding of issues to be discussed in relation to observed practice in their work places. At the end of the module, time will be allocated to supporting participants in preparing a section to add to Part 3 of their Personal Professional Development Portfolio, reflecting upon and reviewing how their work for this module has enabled them to develop knowledge, understanding and skills as identified in their individual action plans. This reflective review may lead to changes or additions to the action plan.
Module Special Admissions Requirements
Standard for entry onto Foundation Degree