Reflection and Research for Teaching and Learning MPCTT3RRT (Level 6)/ MPCTT4RRT (Level 7)

MODULE HANDBOOK

Module Introduction

This module aims to encourage students to explore what it means to be a professional in the sector and the roles and responsibilities of a teacher. Students will reflect on the nature of subject specialist pedagogy in their own context and use the action research model to investigate and develop their own practice in a small scale project.
Students will make clear links between the professional standards and their own practice and context (L6)
This module aims to encourage students to explore what it means to be a professional in the sector and the roles and responsibilities of a teacher. Students will reflect on the nature of subject specialist pedagogy in their own context and use the action research model to investigate and develop their own practice in a small scale project.
Students will make clear links between the professional standards and their own practice and context.
The main focus is on analysing how these issues and their context are likely to shape your professional practice in the medium to longer term in the light of research findings. ( L7)
Learning Outcomes
Learning Outcomes at level 6
1. Demonstrate an understanding of subject specialist pedagogy and professional practice.
2. Critically apply and evaluate the principles of reflective practice to an action research project in own subject specialist area.
3. Critically discuss the roles of professional values of the teacher in the context of own subject specialist area.
Learning Outcomes AT LEVEL 7
1. Evidence a conceptual understanding of subject specialist pedagogy and professional practice.
2. Demonstrate a systematic ability to apply and evaluate the principles of reflective practice in an action research project in own subject specialist area identifying the contribution to the creation of knowledge in the sector.
3. Demonstrate a conceptual understanding of the roles and professional values of the teacher in the context of own subject specialist area, taking into account current research and advanced scholarship.
Indicative Content
The module will focus on reflective practice and professionalism in the sector. Students will explore the principles of reflective practice and there will be collaborative reflection on the nature of subject specialist pedagogy. Students will consider action research and its contribution to the way in which knowledge is created both personally and across the sector and undertake a small scale project to enhance subject specialist pedagogy. Students will consider the Professional Standards for the sector and their implications for their own practice and contexts.

Part 1 (2,400 words)
A small scale research project in subject specialist area.
Keep a journal of critical incidents. Write about two of these incidents and review and evaluate them in line with theories and models of reflective practice.
Include an evaluation of Action Research (AR) as a means of reflection and show how an AR project might be created from your analysis of one of the critical incidents.
Note:
1. Starting point will to talk about my specialism area (French) what I teach
2. Choose two reflective practice models.
What I think is the best to complete the circle.
I need to explain why I am using them.
3. I am asking to address the Action Research (AR).
4. Show the link between action research from other hand and reflective practice to another.
5. Definition of pedagogical content knowledge (PCK)
6. Give example of pedagogy content meaning.
7. Please analyse critical incident cases in my classroom:
Incident 1: “There was a student in my class at The John Roan School who was not social and did not feel comfortable working with others. I then identified that Student A had special needs issues, which can be described as a change issue. Over time, a student A and I warmed up and then we were able to form a relationship. In addition, as our interaction progressed, I found changes as I was accessible and Student A was openly ready to tackle their activities in French”.
Incident 2: “In my class at John Roan School, I also had a student K who was behaving inappropriately. Every time I started a lesson, he didn’t listen. Instead of taking the lesson, he allowed himself to tease his classmates in class. He even went so far as to punch them in the head. The other students were distracted and were not engaged because of the disruptive behaviour of student K”.
8. Instructions
 You should base your analysis/interpretation of both Brookfield’s (please use only one lens from Brookfield’s model) and Kolb’s reflective practice models while showing the ability to engage in critical evaluation of many key aspects of the discussion on reflective practice.
 Pedagogical content knowledge (PCK) should be clearly analysed and interpreted critically with key concepts and terminology.
 Evidence a conceptual understanding of subject specialist pedagogy and professional practice.