This module will enable students to critically evaluate contemporary and historical theory, policy, and research in a selected area of education. The module will explore contemporary and critical issues relating to a selected field of education and consider the implications for professional practice. The content of the module will be relevant to a range of contexts and professional situations.

Critical literature review of a chosen topic which includes the identification of three key themes relevant to the topic (LO1,2,3)

A variety of blended learning and teaching methods will be used to help students develop their critical thinking and evaluative skills. Students will engage in collaborative learning activities, group discussions, case studies and problem-based learning activities. There is a strong emphasis on activity-focused learning and participants are expected to actively engage in all sessions. In addition, participants are required to engage in independent study so as to consolidate and build upon their directed learning. This takes the form of undertaking follow-up tasks that enable student to have an informed understanding of some of the critical issues that relate to their chosen area.

Tutorial support will be available either on campus or MS Teams in the form of scheduled appointments and online discussion.

Formative assessment opportunities used in the module will facilitate student’s self-assessment of learning through tutor and peer dialogue.

Formative assessment tasks will require students to conduct a thematic analysis of selected journal articles that relate to their chosen theme. There will be opportunities to reflect on feedback received from both tutors and peers.

1.Critically evaluate research-based theory in a selected field of education.

Knowledge & understanding
Communication
Analysis
Learning

2.Systematically research and analyse the main debates surrounding an aspect of education in a historical, cultural, social and policy context

Enquiry
Analysis
Learning
Problem Solving

3. Articulate the limitations of research-based theory in a selected field of education.

Knowledge & Understanding
Analysis
Learning
Application

MS Teams and Blackboard VLE will be used throughout the programme for repository of resources and interactive learning.

University Library for a range of relevant texts, e-books and academic journals

Aubrey, K and Riley, A. (2021) 2nd Ed. Understanding and using challenging educational theories. London: Sage

Erikson M. & Erikson M (2019) Learning Outcomes And Critical Thinking – Good Intentions In Conflict Studies In Higher Education 2019, Vol. 44, No. 12, 2293-2303, Https://Doi-Org.Ezproxy.Staffs.Ac.Uk/10.1080/03075079.2018.1486813

Janssen, E., Mainhard, T., Buisman, R., Verkoeijen, P., A., Heijltjes, van Peppen, L., van Gog,T. (2019), Training higher education teachers’ critical thinking and attitudes towards teaching it, Contemporary Educational Psychology, Volume 58, Pages 310-322, ISSN 0361-476X, https://doi.org/10.1016/j.cedpsych.2019.03.007.Training higher education teachers’ critical thinking and attitudes towards teaching it

Mulnix, J (2012) Thinking critically about critical thinking. Educational Philosophy and Theory, 44(5): 464–79.

Scriven, M and Paul, R (2013) Defining Critical Thinking. USA: Foundation for Critical Thinking. [Online]. Available at: www.criticalthinking.org/pages/defining-criticalthinking/410

Simpson,P; Mayr, A and Stantham, S 2nd Ed. (2019). Language and Power. A resource book for students. London: Routledge

Wallace, M and Wray, A (2021) 4th Ed. Critical reading and writing for postgraduates. London: Sage

This module will enable students to critically evaluate contemporary and historical theory, policy, and research in a selected area of education. The module will explore contemporary and critical issues relating to a selected field of education and consider the implications for professional practice. The content of the module will be relevant to a range of contexts and professional situations.