| CODE | LLI5011 | ||||||||
| TITLE | Reflective Practices | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||||
| DESCRIPTION | In this study-unit teacher-mentors will be encouraged to identify and revisit reflective practice. They will be led to connect the theory of reflective teaching to their experiences and practices. Exposure to various reflective models that can be applied to the mentoring practice will help the students engage in effective reflective conversations with mentees. Issues such as identity, contexts, relationships, learning, values, curriculum, planning, pedagogy, classroom management related to reflective teaching will provide mentors with the proficiency to reflect on their own practice and lead mentees to critical reflection to become reflective practitioners. Study-unit Aims: This unit aims to provide teacher mentors with the opportunity to understand deeper reflective practice to strengthen reflexive and reflective practice within themselves and others. This unit also aims to impart an increased cognizance of the theoretical and practical issues of critical reflection. It also seeks to expose mentor teachers to good reflective journaling and understand its effectiveness for the improvement of mentees efficacy. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. Examine deeper by connecting theory and practice in her/his mentoring activity; 2. Design opportunities to help mentees to become reflective practitioners; 3. Reproduce different reflective models in different contexts; 4. Create a reflective knowledge base to engage in reflective conversations; 5. Identify tiers of critical writing to help mentees in developing reflective journaling. 2. Skills: By the end of the study-unit the student will be able to: 1. Explore opportunities to become reflexive and reflective as a mentor; 2. Discuss opportunities with their mentees to be reflexive and reflective; 3. Analyse opportunities where mentees could listen, observe and connect reflective practice to the needs of mentees thus proposing possible theories and work with the mentees to draw up new ones; 4. Employ procedures which can guide mentees in the reflective writing skill. Main Text/s and any supplementary readings: Main Texts: Pollard, A., Black-Hawkins, K., Hodges, G. C., Dudley, P., James, M., Linklater, H., ... & Winterbottom, M. (2014). Reflective teaching in schools. Bloomsbury Publishing. Pollard, A. ed., (2014). Readings for Reflective Teaching in Schools. 2nd ed. Bloomsbury Academic. Supplementary Texts: Brookfield, D. (1994) Becoming A Critically Reflective Teacher London: Routledge. Dewey, J. (1933) How We Think. New York : Heath & Co. Gibbs, G. (1988) Learning by doing: a guide to teaching and learning methods. Oxford: Further Education Unit. Harrison, J. K., Lawson, T., & Wortley, A. (2005). Mentoring the beginning teacher: Developing professional autonomy through critical reflection on practice. Reflective Practice, 6(3), 419-441. Hatton, N. and Smith, D. (1995) ‘Reflection in teacher education: towards definition and implementation’, in Teaching and teacher education, 11 (1), 33–49. Kullman, J. (1998). Mentoring and the development of reflective practice: Concepts and context. System, 26(4), 471-484. Marzano, R. J., & Boogren, T. (2009). Becoming a reflective teacher. Solution Tree Press. Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge. Pollard, A., Black-Hawkins, K., Hodges, G. C., Dudley, P., James, M., Linklater, H., ... & Winterbottom, M. (2014). Reflective teaching in schools. Bloomsbury Publishing. Pollard, A. ed., (2014). Readings for Reflective Teaching in Schools. 2nd ed. Bloomsbury Academic. Schön, D.A. (1997) The Reflective Practitioner: How Professionals Think in Action New York : Basic Books. Schön, D. A. (1987) Educating the Reflective Practitioner: Towards a New Design for Teaching and Learning in the Professions, San Francisco, CA: Jossey-Bass. |
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| ADDITIONAL NOTES | Pre-Requisite qualifications: B. Ed (Hons.) or PGCE + Permanent Teachers' Warrant | ||||||||
| STUDY-UNIT TYPE | Group Learning, Lecture and Seminar | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Michelle Attard Tonna Mark A Farrugia |
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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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