The following modules will be covered:
Module 1: Education, Curriculum design, Planning and Social justice (20 credits)
This module defines and critically explores the purpose of education and the concept of the curriculum. It provides a theoretical understanding of the relationship between curriculum, power and politics from the level of a project or school to ministries and international agencies. It then covers practical aspects of curriculum design, in a range of educational settings. Diverse and innovative ways to produce and deliver curriculum are considered and the emphasis is on flexible, fast modes of curriculum development in response to changing circumstances as a global educator. Theoretical understanding will be applied to how learning criteria (objectives and outcomes) may be constructed and we will also investigate how learning may be expressed in terms of knowledge, skills and understanding. Furthermore we examine how contextual factors may provide barriers to learning and implications of these on planning.
Module 2: Pedagogy, Learning and Assessment (20 credits)
This second module defines and critically evaluates theories and practice in relation to identification, assessment and evaluation of student learning as well as how this practice is supported by learning theories. It provides a theoretical understanding of the relationship between pedagogy, learning and assessment. The priniciples of summative, formative and iterative assessment practice are discussed, alongside pedagogical approaches such as setting of learning criteria, orchestration of self and peer assessment; the role of questioning and the provision of oral and written feedback with reference to literature. Exploring the contribution of domestic educationalists and theorists to the field of assessment will allow students to draw parallels between these theories and others. Adopting a reflective approach, students will analyse summative and formative assessment practice and consider refinements to future practice.
Module 3: Educational research: Action research (20 credits)
This third module explores the characteristics of qualitative research in educational settings. It will focus in particular on the professional development role of action research – The ‘teacher-researcher’ within educational settings. It provides a theoretical understanding of the principles and purposes of action research and considers its practical application. Furthermore, through this module you will critically assess the strengths and weaknesses of such a design. It covers an overview and critique of methods intrinsic to action research. There will be a particular focus on reflexivity demonstrated through reflective accounts and journals. Exploring the contribution of domestic educationalists and theorists to the field of action research will allow students to draw parallels between these theories and others. Furthermore, students will engage in a small-scale piece of action research and reflect on how findings may have implications for future practice.