| CODE | PRE2002 | ||||||
| TITLE | Becoming a Reflective Professional | ||||||
| UM LEVEL | 02 - Years 2, 3 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 5 | ||||||
| ECTS CREDITS | 4 | ||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||
| DESCRIPTION | This study-unit introduces the course participants to reflective practice particularly reflective teaching in an early years setting. The participants will become familiar with the main concepts, traditions and models of reflective teaching. The study-unit discusses personal narratives, practical classroom settings and the multi-level contexts of reflective teaching. This unit is particularly concerned with the acquisition of skills for the participants to become reflective practitioners in their own classroom mainly through reflective discourse and reflective writing. This unit gives the opportunity to the participants to write reflectively and keep a reflective journal. Study-unit Aims - To acquire the skills to become a reflective practitioner; - To initiate the participants in reflective writing. Learning Outcomes 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - understand what reflective practice entails in an educational setting; - be critically aware of the importance of reflective practice to improve learning contexts. 2. Skills (including transferable [generic] skills): By the end of the study-unit the student will be able to: - reflect on his/her practice - maintain a reflective journal - utilise and adapt techniques and skills associated to reflective writing Main Text/s and any supplementary readings - Brookfield, D. (1994) Becoming A Critically Reflective Teacher London: Routledge. (ordered) - Case, C.W., Case-Norlander, K., & Timothy, R. (1999) The Professional Teacher, Preparation and Nurturance of the Reflective Practitioner. New York: Jossey-Bass Publishing. (ordered) - Dewey, J. (1933) How We Think. New York: Heath & Co. At Library - Ghaye, T., Ghaye, K. (1998) Teaching and Learning Through Critical Reflective Practice. London: David Fulton Publishers. At Library - LaBoskey, V. (1994) Development of Reflective Practice: A Study of PreService Teachers. New York: Teachers College Press. (ordered) - Liston, D.P., Zeichner, K.M. (1996) Reflective Teaching: An Introduction. New York: Erlbaum Associates Inc. At Library - Loughran, J.J. (1996) Developing Reflective Practice: Learning About Teaching and Learning Through Modelling. London: Falmer Press. (ordered) - Paige-Smith, A., Craft, A. (2007) Developing Reflective Practice in Early Years. London: Open University Press. At Library - Pollard, A. (2006) Readings for Reflective Teaching. London: Continuum. At Library - Pollard, A. (2006) Reflective Teaching. London: Continuum. At Library - Posner, G.J. (1996) Field Experience: A Guide to Reflective Teaching. New York: Longman. At Library - Schön, D.A. (1997) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. At Library - Wild, M., Mitchel, H. (ed) (2007) Early Childhood Studies Reflective Reader Exeter: Learning Matters. (ordered) - Winter, R., Buck, A. & Sobiechowska, P. (2000) Professional Experience & The Investigative Imagination - The Art of Reflective Writing. London: Routledge. (ordered) |
||||||
| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||
| METHOD OF ASSESSMENT |
|
||||||
| LECTURER/S | Rosienne Camilleri |
||||||
|
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. |
|||||||