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PGDE: EDUC03 - Critical Perspectives on Teaching and Learning

COURSE DESCRIPTION

In this course students will identify, examine critically and analyse different perspectives on teaching and learning. Students will develop a personal perspective about the nature of teachers, learners, content, pedagogy, assessment, curriculum, teaching, in organizations and schools globally and within the UAE. Students will evaluate and reflect critically on the purpose and roles of schools within a broader social framework by examining the nature and function of schools within society, culture, and education. Students will have the opportunity to research, analyse and discuss various elements of educational environments, with reference to a variety of educational models, curricula, teaching and learning pedagogies, classroom management, and related policies both globally and within the UAE. Finally, students in this course will synthesize professional practice with theory, research literature and effective teaching and learning.

Journal articles

Cochran-Smith, M. et al. (2017). Teacher quality and teacher education policy. In M. Akiba, & LeTendre G. K. (Eds). International handbook of teacher quality and policy. Routledge.

Fitchett, P. G. & Fitchett, P. (2018). Teacher quality or quality Teaching? Eighth grade social studies teachers’ professional characteristics and classroom instruction as predictors of U.S. history achievement. RMLE Online, 41(9). 10-22. 2110.1080/19404476.2018.1514826

McCallum, F. (2020). The Changing nature of teachers’ work and its impact on wellbeing. In Critical Perspectives on Teaching, Learning and Leadership (pp. 17-44). Springer.

Turner, K. & Thielking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3).

Littlecott, H. J., Moore, G. F, & Murphy, S. M. (2018). Student health and well-being in secondary schools: The role of school support staff alongside teaching staff. Pastoral Care in Education, 36(4), 297-312. 10.1080/02643944.2018.1528624

Cherkowski, S. (2018). Positive teacher leadership: Building mindsets and capacities to grow wellbeing. International Journal of Teacher Leadership 63(1).

Darling-Hammond, L. & DePaoli, J. (2020). Why school climate matters and what can be done to improve it? https://files.eric.ed.gov/fulltext/EJ1257654.pdf

Newland L. A. et al. (2019). A phenomenological exploration of children’s school life and well-being. Learning Environments Research, 22, 311–323. https://doi.org/10.1007/s10984-019-09285-y

Ben Brik, A., Lansford, J. E., & Al Fara, H. (2020). Policies and programmes to promote child well-being in the Gulf countries. Early Child Development & Care, 190(12), 1945.

O’Brien, M., & Blue, L. (2018) Towards a positive pedagogy: Designing pedagogical practices that facilitate positivity within the classroom. Educational Action Research, 26(3), 365-384. 10.1080/09650792.2017.1339620

Khalil, N., & Aldridge, J. (2019). Assessing students’ perceptions of their learning environment in science classes in the United Arab Emirates. Learning Environments Research, 22, 365–386. https://doi.org/10.1007/s10984-019-09279-w

Prestia, J. (2014). Positive classrooms - whatever time it takes. TLN Journal, 21(1), 26–27.

Wang T. (2019). Competence for students’ future: Curriculum change and policy redesign in China. ECNU Review of Education. 2(2),234-245. 10.1177/2096531119850905

Aydin, A. et al. (2017). Meeting the challenges of curriculum and instruction in school settings in the United States. Journal of Social Studies Education Research, 8 (3),76-92.

Gleeson, J., Klenowski, V., & Looney, A. (2020) Curriculum change in Australia and Ireland: A comparative study of recent reforms, Journal of Curriculum Studies, 52(4), 478-497. 10.1080/00220272.2019.1704064

Matsumoto, A. (2019). Literature review on education reform in the UAE. International Journal of Educational Reform. 28(1), 4-23. 10.1177/1056787918824188

Restad, F. & Mølstad, C. E. (2020) Social and emotional skills in curriculum reform: A red line for measurability? Journal of Curriculum Studies. 10.1080/00220272.2020.1716391

Manyukhina, Y. & Wyse, D. (2019) Learner agency and the curriculum: A critical realist perspective, The Curriculum Journal. 30(3), 223-243. 10.1080/09585176.2019.1599973

Schunk, D. H. (2012). Learning theories: An educational perspective (6th Ed). Pearson. (Chapter 6: section on constructivism: Assumptions and perspectives, pp.230-248).

Krahenbuhl, K. S. (2016). Student-centered education and constructivism: Challenges, concerns, and clarity for teachers. Clearing House, 89(3), 97–105. https://doi.org/10.1080/00098655.2016.1191311

 

Cochran-Smith, M. et al. (2017). Teacher quality and teacher education policy. In M. Akiba, & LeTendre G. K. (Eds). International handbook of teacher quality and policy. Routledge.

Fitchett, P. G. & Fitchett, P. (2018). Teacher quality or quality Teaching? Eighth grade social studies teachers’ professional characteristics and classroom instruction as predictors of U.S. history achievement. RMLE Online, 41(9). 10-22. 2110.1080/19404476.2018.1514826

Manning, A., Brock, R. & Towers, E. (2020). An interview study of the teacher wellbeing support being offered in ten English schools. Journal of Social Science Education, 19 (2), 75-94.

 

 

 

Books

Wiseman, A. W., Davidson, P. M., & Brereton, J. P. (2017). Teacher quality in Gulf cooperation council (GCC) countries. In M. Akiba, & LeTendre G. K. (Eds). International handbook of teacher quality and policy. Routledge.

Nichols, J.D., & Zhang, G. (2011). Classroom environments and student empowerment: An analysis of elementary and secondary teacher beliefs. Learning Environments Research, 14, 229–239. https://doi.org/10.1007/s10984-011-9091-1

Ornstein, A. C., & Hunkins, F. (2017). Curriculum: foundations, principles, and issues. Pearson. (Chapter 10, ECAE: LB2806.15. O76 2017)