2021/22 Taught Postgraduate Module Catalogue

EDUC5092M Evidence-based Teacher Education

30 creditsClass Size: 180

Module manager: Dr Judy Sayers
Email: J.M.Sayers@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2021/22

Pre-requisite qualifications

Students must have been accepted onto a postgraduate teacher training course with a School Centred Initial Teacher Training provider.

Co-requisites

EDUC5085M	Teaching and Learning
EDUC5089M	Teaching and Learning - Primary English and Mathematics

This module is mutually exclusive with

EDUC5084M

Evidence-based Teaching

Module replaces

EDUC5084M Evidence-based Teaching

This module is not approved as an Elective

Module summary

This module is designed to explore important areas of the students’ professional practice through the examination of a range of evidence, including first hand data collected in the classroom and schools. The content of the module is set in the context of an ‘evidence-based’ approach to teacher education and professional development.

Objectives

The objectives of this module are to develop students':
- understanding of key areas of their professional practice, that is, pupil and class behaviour management, inclusion, including special educational needs, and addressing barriers to learning
- skills of educational research, eg classroom observation, case study approaches, etc
- skills of scholarship - the use of research findings and theoretical ideas, academic writing and presentation of findings
- ability to critique policy at a different level, for example, school and government
- understanding of what evidence-based teacher education is and how it can be applied in the context of their own professional development

Learning outcomes
On completion of this module, students should be able to:
- evidence understanding how children learn and behave in different ways as a consequence of a range of background influences
- evidence understanding of a range of barriers to learning
- evidence understanding of a range of approaches to supporting children's learning and behaviour
- collect data in the classroom using a range of methods
- engage in reflective analysis of their own practice and that of practising qualified teachers
- demonstrate an ability to critically evaluate theory, policy and practice
- utilise their understandings of educational issues in developing their own professional practicw
- effectively communicate information, findings, arguments and analysis in a variety of forms

Syllabus

‘Evidence-based teacher education’ as an approach to teacher training and professional learning.
Behaviour management in schools – theoretical ideas, e.g., Behaviourist theory, social learning theory, Humanist psychology, etc.. Research evidence, e.g., the how pupils’ backgrounds, emotional and social behavioural problems, etc., impact on how they behave in school.
Critique of policy relating to the management of behaviour and inclusion at a variety of levels, e.g., school and government policy.
Principles of inclusive practice in the context of schools.
Special educational needs and disability in schools – examination of common special needs, e.g. co-ordination disorders, dyslexia, etc., and what research shows about how children can be supported - overcoming barriers to learning.
Overcoming Barriers to Learning – identifying attainment gaps and underachieving groups using national pupil performance data and school data, reasons for why some groups do better in schools than others, sociological perspectives, e.g., Bernstein and Bourdieu, what teachers and schools can do to overcome pupils’ barriers to learning.
Educational research methods - case study approach, classroom observation, presenting a case study classroom observation, interviewing skills, use of school data, etc..
Academic writing

Teaching methods

Delivery type	Number	Length hours	Student hours
On-line Learning	8	1.50	12.00
Lecture	4	1.00	4.00
Seminar	4	2.00	8.00
Tutorial	4	1.00	4.00
Independent online learning hours			12.00
Private study hours			260.00
Total Contact hours			28.00
Total hours (100hr per 10 credits)			300.00

Private study

Students will be expected to undertake seminar readings prior to each session and prepare to contribute to discussions about these. Specific tasks will be set for students to make observations and collect data in their school settings and to prepare to disseminate their finding in seminars.

The reading, research and writing associated with the module assignment will account for a significant proportion of the private study time.

Opportunities for Formative Feedback

Formative feedback is provided during seminars and tutorials in response to tutors' questioning and class discussions. Assignments are discussed at regular intervals in seminars and tutorials and students have the opportunity to ask questions about their assignments. For both assignments students are asked to review assignment submitted in the past alongside the assignment title and guidelines and the School of Education's PGT general assessment criteria. Tutors then lead discussions on what constitutes a good quality response in relation to the assessment criteria. Students are encouraged to contact their Personal Tutor if they require support in assignment preparation.

Marked assignments are returned with the script annotated and with full formative feedback including specific guidance on how to make improvements in subsequent assignment. Students are encouraged to seek further guidance and support from their Personal Tutor.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Presentation	Poster Presentation	50.00
Essay	Essay (3,000 words)	50.00
Total percentage (Assessment Coursework)		100.00

Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated

Reading list

There is no reading list for this module

Last updated: 13/09/2021

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