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This module has a dual purpose to support skill development in the areas of research and reflective practice. Designed with two linked component parts, it prepares student teachers for entry to their professional role by fostering agency and reflexivity on their own professional learning.
Firstly, It aims to help student teachers conduct and apply relevant research as appropriate to their teaching context identifying, critically analysing and integrating new knowledge regarding curriculum, pedagogy and assessment into their practice and to engage in critical reflection on their practice and programme of study and how both inform and shape each other.
Secondly, it fosters a creative mind set, individually, and in collaboration with colleagues, through reflection on the attitudes, beliefs and core values,
which guide their professional practice. Through a broad variety of structured creative reflective and auto-ethnographic exercises student teachers, learn how to create and maintain a safe, inclusive Froebelian-learning environment using strategies that promote congruent, unconditional regard and relational esteem approaches to foster positive behaviour. This component has a particular focus on how to establish good relationships based on mutual respect, trust and meaningful interactions, while also demonstrating how student teachers can communicate effectively with all school stakeholders and the wider community.
These combined components ensure that teaching itself is understood and practised as a form of self-critical learning by student teachers, with ample opportunities afforded for creativity in artistic individual and collaborative reflection, and engagement in and with research. Student teachers are encouraged to connect School Placement and lived-experiences to social and policy contexts, the rights of children, school culture and dominant discourses in education.
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IDENTITIES, REFLECTIVE PRACTICE AND RESEARCH
Semester 1
