Using critical reflection as a framework to relate theoretical and conceptual models to practice, taking into account evidence, values, learner diversity, and modes of learning.
This module aims to support students in developing their practice as teachers through critical reflection on the ways in which evidence, theory, values and contexts interact. The module encourages students to explore how and why their own teaching practice and understanding of learning and teaching has evolved over time and present plans for further professional development as an educator informed by an understanding of how professional expertise is acquired.
Students will learn in small groups alongside tutor-led sessions and experiential learning (such as microteaching).
The last date for receipt of complete applications is 5pm Friday, 19th Janaury 2024. Regrettably, late applications cannot be accepted.
This course will enable students to:
- articulate an overall approach to teaching (a ‘teaching philosophy’) through critical reflection on evidence, theories, values and contexts;
- evaluate their own teaching, using a range of reference points, including student evaluation, teaching observation, assessment, and self-reflection;
- evaluate learning technologies which may support student learning in their teaching context;
- critically consider issues of learner diversity as they relate to the student’s context, and explore ways in which their teaching can be responsive to heterogeneous learner groups;
- identify, through systematic searching, and critically appraise educational literature relating to their teaching context;
- support the development of others as educators through observation, feedback, coaching and peer-peer interactions.