| CODE | LLI5100 | ||||||
| TITLE | The Reflective Educator | ||||||
| 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 teachers 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 their daily practice will help the students engage in effective reflective conversations with colleagues while challenging their beliefs. Issues such as identity, contexts, relationships, learning, values, curriculum, planning, pedagogy, classroom management related to reflective teaching will provide teachers with the proficiency to reflect on their own practice and lead teachers to critical reflection to become reflective practitioners. Study-unit Aims: Participants will be offered the opportunity to understand deeper reflective practice and to strengthen reflexive and reflective practice within themselves and others. They will also appreciate the benefits of increased cognizance of the theoretical and practical issues of critical reflection. Participants will also be exposed to good reflective journaling and understand its effectiveness for the improvement of self-efficacy and improved pedagogy. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: 1. Discuss reflective practice and connecting theory and practice within teaching and learning; 2. Understand the criticality of their beliefs; 3. Express views of reflective models in different contexts; 4. Implement reflective knowledge base to engage in reflective conversations; 5. Appreciate the benefits of higher order reflective writing. 2. Skills By the end of the study-unit the student will be able to: 1. Plan to be reflexive and reflective as an educator; 2. Devise ways to challenge their values and beliefs to bring about change in practice; 3. Listen, observe and connect reflective practice to the needs of their students thus proposing possible theories and work with colleagues to draw up new ones; 4. Generate critical reflective writing. Main Text/s and any supplementary readings: Main Text - Pollard, A., & Collins, J. (2002). Reflective teaching : Effective and evidence-informed professional practice. Continuum. Supplementary - Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice, 16(1), 123-141. - Brookfield, S. (2017). Becoming a critically reflective teacher. John Wiley & Sons. - Dewey J (1933) How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: Houghton Mifflin Company. - Hatton N, Smith D (1995) Reflection in teacher education – Towards definition and implementation. Teaching and Teacher Education 11(1): 32–49. - Larrivee, B. (2000). Transforming teaching practice: Becoming the critically reflective teacher. Reflective practice, 1(3), 293-307. - Pollard, A., Black-Hawkins, K., Hodges, G. C., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F. and Warwick, P. (2014). Reflective teaching in schools: Bloomsbury Publishing. - Loughran J (2002) Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education 53(1): 33–43. - Marzano, R. J., & Boogren, T. (2009). Becoming a reflective teacher. Solution Tree Press. - Moon JA (2004) A Handbook of Reflective and Experiential Learning. London: RoutledgeFalmer. - Schön DA (1987) Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass. |
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| STUDY-UNIT TYPE | Fieldwork, Ind Online Learn, Ind Study & Lectures | ||||||
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| LECTURER/S | 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 2025/6. It may be subject to change in subsequent years. |
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