This module aims to provide learners with a range of theories, principles and models of reflective practice which will assist and support them in personal and professional development and their application of reflection to practice. The content will include:
- Concepts of reflective practice and how models of this can be applied within an educational environment.
- Approaches to self organised learning/learner autonomy
- Roles and responsibilities of a teacher
- What is meant by planning and what needs to be planned.
- Development of a professional portfolio

The focus of this module is to develop the learner¿s ability to critically reflect and develop their own practice.
The learning strategy for this module requires students to commit 150 learning hours (including assessment). This will include 10 hours of teacher/student contact which includes an observation of practice and 140 hours of independent and self directed study.

There will be an initial session (online or face to face) to introduce the key aspects of the module content, including a summary of the blended learning material, the type of formative feedback available both through Blackboard and the Module Tutor. The nature of the summative assessment will also be examined. There will be additional tutorial support available, for students to address queries regarding the module content and to clarify any issues arising from the coursework assignment. Students are expected to regularly engage with the blended learning material on Blackboard.

Following the initial session two other sessions (online or face to face) will be held to discuss the module further. Strategies within these sessions will include:

- Taught (face to face/web-lectures) and worksheets featuring differing models of reflection as well as theoretical frameworks relating to roles and responsibilities of teachers, barriers to learning and developing resources for planning will enable the student to utilise a framework for their critically informed reflection.

- Observation of practice

- A range of reading relating to theoretical principles and processes of reflection and professional development.

- Learning conversations between the student and their mentor/tutor/critical friend are seen as crucial for the support development of the student and will be undertaken either by face to face or by online communication; the purpose of these conversations will be to discuss/review the proposed strategies formulated within the Action Plan.

- Learning conversations between the student and their peers will be encouraged.

The student will develop a portfolio of practice which can be used to evidence their commitment to professionalism. They will also have to develop an action plan that demonstrates their ability to purposefully and strategically plan for their future personal and professional development.

Blackboard, on-line video/voice communication
The Informal Encyclopaedia of Education: http://www.infed.org/
Times Education Supplement : http://www.tes.co.uk/

Completed professional portfolio and action plan, 100% weighting approximately 3000 words (LO 1-5) which draws upon:

- Completion of 3 summatively assessed and evaluated satisfactory observations
- Completion of 3 formatively assessed and evaluated observations
- Annotated Scheme/s of Work
- A minimum of 10 Lesson Plans showing a range of teaching, learning and assessment planning and delivery and post lesson evaluation.
- Personal learning plans with reflective journal/log/ of critical incidents and learning journey.
- Design and planning of learning. activities and/or programmes of study
- Examples of developing and improving resources, including emerging. technologies to support teaching, learning and assessment.
- Evidence of using a range of formative/summative assessment methods, including learner involvement in assessment of own learning.
- Evidence of supporting and/or leading others to support learner experience.

Appended evidence as appropriate to your teaching and subject area, 0% weighting,

Available e-books at Staffordshire University

Bolton, G. (2010) Reflective Practice: writing and professional development (3rd edition). London: Sage Publications Staffordshire University Library
Brookfield, S. (1995) Becoming a Critically Reflective Practitioner Jossey Bass USA Staffordshire University Library
Moon, J. (2005) A Handbook for Reflective and Experiential Learning, Routledge, Falmer: UK Staffordshire University Library

Candidates must hold IELTS 6 or equivalent.