Policy and Professional Issues - DMQ9235

Assessment 1: Focused classwork observations

Formative assessment will take place through at least one of the following methods:Discussion of first drafts of assignments; face to face tutorials; electronic or other distance tutorial or discussion facility; group discussions and tutorials with peer and tutor feedback; presentations with peer and tutor feedback.

Tutor Feedback

Assessment 3: Written Assignment

A Professional Issues Assignment. Trainees will produce an essay of approximately 4500 words in which they will: • Critically review debates central to own professional context in lifelong learning;• Critically analyse notions of curriculum, social and cultural diversity, equality of opportunity and inclusion in own context;• Critically discuss conceptions of reflective practice and debate its role in teacher professionalism;• Critically evaluate the development of own values and dispositions during the period of teacher identity formation. (Outcomes K1,2,4-K6; A2-4) This is the final assessment.
Tutor re-assessment is available. This module is not anonymously marked.

Professional Issues

Assessment 2: Written Assignment

A presentation to an audience of critical peers (equivalent to 1500 words) in which trainees will:• Critically review the findings of evidence-based research and practice and relate them to potential development of own professional practice and values in their curriculum area.(Outcomes K3-5; A1-A4)

Research Report

Policy and Professional Issues

DHQ9230 - Policy and Professional Issues

DIQ9230 - Policy and Professional Issues

DHQ9235 - Policy and Professional Issues

DIQ9235 - Policy and Professional Issues

<p>The module will develop your understanding of policy and issues relating to professionalism in lifelong learning. You will explore the impact of policy on professional practice and curriculum developments, drawing on appropriate evidence to evaluate professional practice and discuss possible improvements. You will also discuss key issues of professionalism in lifelong learning, including debates on reflective practice and a discussion of your own educational values and the extent to which these promote social justice.</p>

Education and Training Foundation Professional Standards for Teachers and Trainers in Education and Training – England – 2014: UK Professional Standards Framework for Higher Education. 

School of Education and Professional Development

<p>http://library.hud.ac.uk/my/DMQ9230/9235</p>

Container 1

DMQ9235 - Policy and Professional Issues

Critically analyse relevant social and cultural perspectives on educational policy in Lifelong Learning.

Critically analyse research in own curriculum area.

Synthesise academic literature on curriculum, professionalism and subject specialism.

Contextualise professional standards to own pedagogical approach within the subject specialism.

Critique links between research-informed practice and curriculum development.

Discuss professionalism in the context of curriculum development.

Critically analyse educational philosophies in Lifelong Learning.

Contextualise professionalism and related values in education.

Critically appraise the development of own values and professional standards in relation to social justice.