Being a Subject Specialist Teacher - DMQ9135

Assessment 1: Portfolio (including examples)

Presentations with peer and tutor feedback. Discussion of first drafts of assignments. Tutorials. Feedback arising from teaching observations and from discussions between the trainee and their mentor. This module is not anonymously marked. The module is available for tutor re-assessment.

Portfolio

Assessment 4: Written Assignment

Presents a Specialist Conference Paper. The paper should discuss the key pedagogical principles and factors affecting teaching and learning within the specialist area. The presentation will normally be supported by a written paper of approximately 2,500 words. The paper should critically investigate a significant issue in teaching and learning within the specialist area and may involve either empirical or conceptual enquiry. It must demonstrate significant engagement with relevant research literature and a critical understanding of key pedagogical principles and factors affecting teaching and learning within the specialist area.
(Preparatory activities, presentation and written paper in total are equivalent to 2,500-3,000 words and cover outcomes K1-K4, A2, A3, A5, A6)
 Final Assessment Task

Specialist Conference Paper

Assessment 2: Written Assignment

A Teaching Portfolio, containing
Evidence of Personal DevelopmentRecords of, and tutor reports on, a minimum of four observations (including one specialist observation) of the trainee’s teachingStructured reflections on a range of specified themes. The reflections will refer to appropriate literature and will be supported by evidence drawn from records of the trainee’s own teaching (e.g. lesson evaluations, lesson plans and schemes of work). At least one reflection should be based on the trainee’s observation of an experienced teacher’s practice.A critical discussion of how the trainee has been learning to teach and become a teacher.Completion of a review and action plan agreed with tutor.
 (Equivalent to 3,000-3,500 words and covering outcomes K1-K5, A1-A5)

Teaching Portfolio

Being a Subject Specialist Teacher

DHQ9130 - Being a Subject Specialist Teacher

DIQ9135 - Being a Subject Specialist Teacher

DHQ9135 - Being a Subject Specialist Teacher

DIQ9130 - Being a Subject Specialist Teacher

<p>This module builds on previous generic and subject specialist development in two ways. Firstly, it contributes to your development of more advanced strategies and methods for promoting learning and, secondly, it involves a focus on specific specialist areas and the critical analysis subject specialist pedagogy. The module achieves these purposes by enhancing your ability to reflect critically on, and to evaluate, teaching and learning; by recognising particular curriculum and professional challenges; and by developing your ability to respond critically to these concerns in sophisticated, innovative and creative ways. Key learning activities of the module are practical teaching experience and the engagement with other specialists through collaborative practice. The module is assessed through a Teaching Portfolio and a Conference Paper dealing with teaching and learning in the specialist subject.</p>

Education and Training Foundation Professional Standards for Teachers and Trainers in Education and Training – England – 2014: UK Professional Standards Framework for Higher Education. Ofsted Common Inspection Framework for FEITE
None 


School of Education and Professional Development

<p>http://library.hud.ac.uk/my/DMQ9130/9135</p>

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DMQ9135 - Being a Subject Specialist Teacher

Critically analyse ways in which learning can be supported or enhanced through the application of digital and other new technologies. 

Demonstrate respect for diversity and the ability to establish an inclusive learning environment.

Achieve appropriate standards of professional practice, 

Critically analyse the theoretical concepts of innovation and creativity in teaching and learning and their application to a particular specialist area. 

Synthesise key pedagogical principles and critically review their implications for teaching and learning in the specialist area. 

Collaborate with other specialists to develop own professional practice.

Critically analyse new developments impacting on professional practice within the specialist area.

Apply appropriate teaching strategies and methods within the specialist area. 

Review and agree with tutor level of achievement on the course and an action plan for further professional development