| CODE | EDS5030 | ||||||
| TITLE | Teaching, Managing and Assessing the Secondary Class | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Education Studies | ||||||
| DESCRIPTION | This study-unit focuses on recent philosophical perspectives about teaching and fundamental psychological theories and practices of educational assessment and methods of class management in secondary schools. The philosophical component of this study unit draws upon the experiences and narratives of teachers to discuss the relational nature of teaching including notions of affect, care, power authority and freedom. The psychological theories related to the planning and organization of learning, will be addressed in conjunction with issues related to class management and assessment strategies which seek to maximize the learning outcomes of students. Study-Unit Aims: This study-unit aims to draw the attention of student teachers to teaching in contemporary secondary school classes to be able to formulate concepts and good practices of teaching that address their particular experiences within the realities of ever-evolving secondary class. It is intended to enable the prospective secondary schoolteachers to critically reflect on the macro and micro contexts of teaching, the extent to which their teaching is shaped by curricular demands and learning outcomes, why and how teachers use their authority to manage and assess learning. Other issues related to teaching secondary school students include the affective and intra-active nature of teaching. Knowledge, skills and attitudes related to classroom management, teaching and assessment will be critically analysed within the secondary school context. Student teachers will examine teaching practices and concepts of teaching during whole group and small group lectures in close relation to critical observations and reflections on the observed secondary school lessons as well as conversations with teachers and their narratives of secondary school teaching. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: • Identify the values of teaching in secondary schools with references to philosophical and psychological theories of teaching. • Examine academic texts, official documents and policies in Malta to explain the conditions and demands of teaching at secondary school levels . • Critically and philosophically examine acts of teaching and their connections with learning outcomes and curricular requirements of secondary school education. • Describe secondary school teachers’ stories and experiences of teaching in secondary schools and classes • Conceptualise assessment in terms of the evaluation of learning using a broad range of evaluation instruments/strategies, traditional as well as modern ones. • Appreciate the central role of assessment in the teaching-learning process. • Distinguish between the various assessment types prevalent in the contemporary secondary school context, and be mindful of their role and function in the teaching-learning process. • Critically appraise those elements that make for good instructional practices and assessment in the secondary classroom. 2. Skills: By the end of the study-unit the student will be able to: • Appraise teachers’ understanding of the values of teaching and education. • Analyse teaching as a relational, effective practice of care, love, giving and receiving. • Evaluate the authority and freedom of teachers in secondary schools. • Apply the principles of good classroom management to facilitate the organisation of learning activities that promote active engagement and maximise learning in all students. • Plan and implement the different assessment instruments/strategies that promote, monitor and record student learning. • Distinguish between essential technical qualities of assessment instruments and take measures to secure these qualities. • Generate concepts of teaching in relation to their observation and experiences in secondary classes and theories of teaching. Main Text/s and any supplementary readings: Main Texts: Biesta, G. (2021). World-centred education. London/New York: Routledge. Woolfolk, A. (2017). Educational Psychology 17th Ed. New York: Pearson Education. Supplementary Readings: Ball S. J. (2003). The teacher's soul and the terrors of performativity, Journal of Education Policy, 18:2, 215-228, Biesta, G.J.J. (2017). The rediscovery of teaching. London/New York: Routledge. Connelly, F. M. & Clandinin, D. J. (1994). Telling teaching stories. Teacher Education Quarterly, Vol. 21, No. 2, pp. 145-158. Eggen, P. & Kauchak, D. (2007). Educational Psychology: Windows on Classrooms (7th ed.). NJ: Pearson, Merrill, Prentice Hall. Galea, S .& Rousell, D. (2022). Rethinking teaching: alternative ontologies of educational praxis and thought, Discourse: Studies in the Cultural Politics of Education, 43:5 Gredler, M.E. (2005). Learning and Instruction: Theory into Practice (5th ed.). NJ: Pearson, Merrill, Prentice Hall. Green, K., Coles, J.A., Lyiscott, J., & Ohito, E.O. (2021). Pedagogies of Care, Dignity, Love, and Respect: An Epistle to Our Future, Equity & Excellence in Education, 54:3, 211-219. Hansen, D. (2021). Reimagining the Call to Teach. New York: Teachers College Press. hooks, bell (1994). Teaching to Transgress. Education as the Practice of Freedom. NY & London, Routledge. Knowles, G. & Cole, A. (1994) Through Preservice Teachers’ Eyes. New York:Macmillan. Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. New York: Teachers College Press. Sternberg, R. & Williams, W. (2010). Educational Psychology (2nd ed.). |
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| STUDY-UNIT TYPE | Lecture | ||||||
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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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