| CODE | LLI5007 | ||||||||
| TITLE | Teacher Professional Learning | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||
| DESCRIPTION | In this introductory unit the students will be exposed to an understanding of teacher professional learning. The teacher's different career phases are discussed, together with the principles of adult learning and the role of mentoring in both initial teacher education and induction. This unit will comprise of 2 components: an introductory seminar and online learning. Study-unit Aims: This study-unit aims to: 1. Develop an overview of teacher professional learning across different contexts; 2. Help students to reflect on themselves as adult learners and on the need to build the professional capacity in their schools; 3. Lead students to understand the need for mentoring within the scenario of the professional learning continuum; 4. Challenge a number of mentoring models in existing literature. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Recognise knowledge and concepts about teacher professional learning as a foundation for educational mentoring; 2. Peform critical inquiry and judgment to evaluate the design, implementation and outcomes of strategies developed for learning systems within schools; 3. Describe professional values, scholarship, service and awareness that support teacher professional development and in particular, mentorship; 4. Establish caring and legal and ethical principles within the concepts of mentoring teachers for the benefit of schools and the profession of teaching. 2. Skills: By the end of the study-unit the student will be able to: 1. Apply contemporary theories of adult learning and development to determine appropriate ways to respond to the needs of adult learners; 2. Organise the transformation of traditional organisations of learning within their school into participative learning organisations; 3. Systematically examine, improve and report on one's own professional practice. Main Text/s and any supplementary readings: Main texts: Jarvis, P. (ed.) (2004) Adult education and lifelong learning: Theory and practice. (3rd edition). London: RoutledgeFalmer. Ginkel, G., Verloop, N. and Denesson, E. (2016). Why mentor? Linking mentor teachers’ motivations to their mentoring conceptions. Teachers and Teaching, Vol. 22, No. 1, pp. 101 - 116. Donaldson, G. (2011). Teaching Scotland's future: Report of a review of teacher education in Scotland. Edinburgh: The Scottish Government. Donaldson, G. (2014). Teacher education and curriculum change in Scotland. European Journal of Education, Vol. 49, No. 2, pp. 178 - 191. Rubenson, K. (ed.) (2011) Adult learning and education. Canada: Elsevier. Supplementary texts: Brondyk, S. and Searby, L. (2013) Best practices in mentoring: Complexities and possibilities. International Journal of Mentoring and Coaching in Education, Vol. 2 No. 3, pp. 189-203. Lavigne, A. L. (2014) Beginning teachers who stay: Beliefs about students. teaching and Teacher Education, Vol. 39, pp. 31 - 43. Mizukami, M., Reali, A. and Tancredi, R. (2015) Construction of professional knowledge of teaching: collaboration between experienced primary school teachers and university teachers through an online mentoring programme. Journal of Education for Teaching, Vol. 41 No. 5, pp. 493-513. OECD, (2003). Beyond Rhetoric: Adult Learning Policies and Practices. Paris: OECD. Stevens, D. D., Serap E. & Miki Y. (2010) Mentoring through reflective journal writing: A qualitative study by a mentor/professor and two international graduate students. Reflective Practice, Vol. 11 No. 3, pp. 347-367. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: B. Ed (Hons.) or PGCE + Permanent Teachers' Warrant | ||||||||
| STUDY-UNIT TYPE | Blended Learning | ||||||||
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| LECTURER/S | Michelle Attard Tonna |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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