You will learn through learning, teaching and assessment strategies that have been carefully devised to take into account that you and your peers bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others. Formative assessment for learning will run throughout the module. Pair and small group work is an important aspect of the approach to learning on this course.


You will acquire knowledge and understanding through a variety of activities including, face to face delivery, presentations, individual and group tutorials, online synchronous and asynchronous sessions, discursive seminars, independent and directed learning and workshops in order to facilitate informed critical reflection. You will have opportunities to use teaching enhanced learning software and hardware. In addition to this, you will engage with your workplace mentor to support and broaden your learning experience and help you to make the connections between theory and practice.


You are expected to assume ownership of your learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation. Through independent study and extension activities, you will be able to determine specific areas of own interest for a more in-depth exploration of your own subject specialism.


The combination of teaching and learning approaches will help you to develop a deeper understanding of the teacher role and responsibilities and the emphasis on reflecting and developing practice using evidence-based learning. You will have an opportunity to disseminate the findings of your action research to share good practice.

University Library

Blackboard

Teams

IT facilities

Bell, J and Waters, S (2018) Doing Your Research Project (7th Edition), Maidenhead: Open University Press [available online through Staffordshire University Library]

Denscombe, M. (2021) The Good Research Guide (7th edition) Buckinghamshire: OUP [available online through Staffordshire University Library]


Forster, C and Eperjesi, R. (2017) Action Research for New teachers – Evidence Based Evaluation of Practice. London: Sage.

Hindmarch, D. Hall, F. Machin, L and Murray, S (2017) A Concise Guide to Education Studies, Northwich: Critical Publishing (Chapter 9: Making a difference – practitioner led research)

Punch, K (2014 ) Introduction to Research Methods in Education, London: Sage


Web links:

Sustainable Development Goals

https://sdgs.un.org/goals

The Education and Training Foundation (ETF): The New Professional Standards

http://www.et-foundation.co.uk/

Jean McNiff: http://www.jeanmcniff.com/

Leading action research practitioner. Free overview of action research is a useful starting point: http://www.jeanmcniff.com/ar-booklet.asp


Staffordshire University Academic and Study Skills Portal:

https://libguides.staffs.ac.uk/study-skills


Staffordshire University Harvard Referencing Guide:

https://libguides.staffs.ac.uk/refzone/harvard

The purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training. To understand the place of evidence-based teaching and learning. It includes understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training

1. Demonstrate knowledge and critical understanding evidence-based teaching and learning strategies in own subject specialism and wider professional practice
Knowledge and understanding

2. Demonstrate knowledge of the main methods of enquiry in order to plan, design and implement an ethically approved action research project.
Knowledge
Enquiry


3. Critically evaluate an action research project to make recommendations for professional practice.
Analysis
Problem solving

4. Critically analyse and communicate findings from an action research project
Communication
Analysis

Reflection

Coursework: Create a research plan (LOs 1 – 2)

Presentation of action research project ( LOs 2 - 4)



Formative:

A placement activity form signed by the trainee’s workplace mentor must be returned before the action research can be carried out.

Carry out Action Research in your teaching and learning

Develop an academic poster

Explore diverse educational cultures and Sustainable Development Goals

Reflect on ways to create change

he purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training to understand the place of evidence-based teaching and learning. Completion of this module also requires an understanding of the nature and purpose of action research. You will conduct a piece of action research in subject specialist area aligned with BERA (2018) ethical standards. As part of formative assessment, for your Action Research, you will also explore diverse educational cultures and global competencies. The module includes understanding professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training.

You will be able to demonstrate the application of all the ETF Standards (2022). This module maps to the Learning and Skills Teacher Apprenticeship Standards.

The student will need to have access to a minimum of 150 hours of teaching and learning across the whole of the four modules of the course.


The student will also need access (across the four modules) to a further 20 hours in a different specialist area, either in a different organisation or within their own organisation. These hours will be a support and observation role and will not require the student to engage in leading the teaching.