Study-Unit Description

Study-Unit Description


CODE LLI5009

 
TITLE Subject-based Pedagogy and Methodology

 
LEVEL 05 - Postgraduate Modular Diploma or Degree Course

 
ECTS CREDITS 5

 
DEPARTMENT Leadership for Learning and Innovation

 
DESCRIPTION In this unit the students will be able to link their role as teachers in a particular subject or subject area to their role as teacher mentors. They will be exposed to innovative practices in their subject area and expected to show an understanding of how they can transmit the skill of teaching their subject to their mentees.

This unit will comprise of 2 components: an introductory seminar and online learning.

Study-unit Aims:

This study-unit aims to:
1. Enable students to support their mentees in the numerous challenges they find when teaching: in their planning, implementing curriculum and instruction, and conducting assessment, amongst others;
2. Enable mentors to transmit the necessary skills in their subject to become an effective, knowledgeable teacher;
3. Provide continuing professional growth in specific subject areas for the teacher mentor;
4. Identify and celebrate strength areas in teacher mentors;
5. Facilitate collaboration between teacher mentors and Faculty tutors.

Learning Outcomes:

1. Knowledge & Understanding:
By the end of the study-unit the student will be able to:

1. Demonstrate knowledge of content and pedagogy in the specific subject area;
2. Employ their background knowledge in the content area to clarify unfamiliar concepts and vocabulary and provide examples in familiar contexts so that their mentee can easily understand and quickly integrate new knowledge or strategies;
3. Identify knowledge of resources and technology which help to design coherent instruction.

2. Skills:
By the end of the study-unit the student will be able to:

1. Create opportunities for their mentees to be an observer and encourage participation in classroom activities;
2. Explore, together with their mentees, the curriculum material needed to teach a specific cohort of students;
3. Organise the observation of model lessons they teach by focusing the mentees' attention on particular techniques such as lesson introduction, management, pupil evaluation, etc;
4. Discuss with their mentees appropriate topics of study, developing lesson plans and learning activities, selecting and using evaluation procedures, and interpreting learning goals;
5. Critique and participate actively in discussions with their mentees with the purpose of sharing information, providing feedback and support.

Main Text/s and any supplementary readings:

Main texts:

Furlong, John. (1997) Mentoring and developing practice in primary schools: Supporting student teachers learning in schools. Buckingham: Open University Press.
Fish, D. (1995) Quality mentoring for student teachers: A principled approach to practice. Oxon, OX: Routledge.

Supplementary texts:

Anthony, G., Hunter, J. and Hunter, R. Prospective teachers development of adaptive expertise. Teaching and Teacher Education, Vol. 49, pp. 108 - 117.
Gardiner, W. (2010). Mentoring two student teachers: Mentors’ perceptions of peer placements. Teaching Education, Vol. 21, No. 3, pp. 233 - 246.
Izadinia, M. (2012). Teacher educators as role models: A qualitative examination of student teachers' and teacher educators' views towards their roles. The Qualitative Report, Vol. 17, Article 47, pp. 1 - 15.
Izadinia, M. (2015). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Professional Development in Education, pp. 1 - 16.
Parker-Katz, M. and Bay, M. (2008). Conceptualizing mentor knowledge: Learning from the insiders. Teaching and Teacher Education, Vol. 24, pp. 1259–1269.
Perry, N. E., Phillips, L. and Hutchinson, L. (2006). Mentoring student teachers to support self‐regulated learning. The Elementary School Journal, Vol. 106, No. 3 pp. 237 - 254.

 
ADDITIONAL NOTES Pre-Requisite qualifications: B. Ed (Hons.) or PGCE + Permanent Teachers' Warrant

 
STUDY-UNIT TYPE Lecture and Group Learning

 
METHOD OF ASSESSMENT
Assessment Component/s Assessment Due Resit Availability Weighting
Portfolio SEM2 Yes 100%

 
LECTURER/S Michelle Attard Tonna
Amanda Bezzina
Charles G. Bonello
Carmel P. Borg
Mario Camilleri
Alessia Cilia Portelli
George Cremona
Manwel Debono
Doreen Farrugia
Josette Farrugia
Mark A Farrugia
Janica Magro
Martin M. Musumeci
Mario Pace
Paul J. Pace
Mark Pellicano
Milosh Raykov
Stephen Schembri
Doreen Spiteri
Carl Mario Sultana
Kenneth Wain

 
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 study-unit description above applies to the academic year 2019/0, if study-unit is available during this academic year, and may be subject to change in subsequent years.

https://www.um.edu.mt/course/studyunit