EDUPPPEYP3 - Professional Practice Placement- Early Years & Primary 3: Growing sense of professional membership as a practicing teacher - Pre-Service Early Years/Primary Postgraduate Diploma in Education - LibGuides at Emirates College for Advanced Education

eBooks

Learning to Teach in the Primary School by Teresa Cremin (Editor); Cathy Burnett (Editor)
ISBN: 9781138211063
Publication Date: 2018-03-21
How do you become an effective primary school teacher? What do you need to be able to do? What do you need to know? Flexible, effective and creative primary school teachers require subject knowledge, an understanding of their pupils and how they learn, a range of strategies for managing behaviour and organising environments for learning, and the ability to respond to dynamic classroom situations. The fourth edition of this bestselling textbook has been fully updated with the latest research and initiatives in the field, as well as the most recent changes to the National Curriculum across the UK. Twenty four new authors have contributed, sharing their expertise and experience as practitioners. Ten brand new units have been included on: Becoming a professional in the current context Building inclusive communities of engaged learners Understanding schools' aims and enacting your own Teaching for social justice Reading Grammar and punctuation Mastery in mathematics The value of outdoor learning Primary education in a digital age A selection of extra tasks have been woven throughout, with an emphasis on innovative, reflective practice, and new 'vivid examples' bring each chapter's argument to life in a classroom context. In addition, each chapter contains M-level tasks and further reading to assist with research assignments, and differences in the National Curriculum and policy in Scotland, Wales and Northern Ireland are highlighted. Providing a comprehensive but accessible introduction to teaching and learning in the primary school, covering everything a trainee needs to know in order to gain QTS, this accessible and engaging textbook is essential reading for all students training to be primary school teachers. This textbook is supported by a free companion website with additional resources for instructors and students (www.routledge.com/cw/Cremin) and an accompanying series of books on Teaching Creatively across the curriculum.
Becoming a Critically Reflective Teacher by Stephen D. Brookfield
ISBN: 9781119050711
Publication Date: 2017-01-18
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you... Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.

Course Resources

Week 1

Recap on Reflective Practice Try-and-Assess (TAP) Cycles

Required Reading

Brookfield, S. D. (2017). Uncovering assumptions of power. In Becoming a critically reflective teacher (Chapter 2, pp. 22-37). John Wiley & Sons.

Recommended Reading

Gheith, E., & Aljaberi, N. (2018). Reflective teaching practices in teachers and their attitudes toward professional self-development. International Journal of Progressive Education, 14(3), 160-179. https://doi.org/10.29329/ijpe.2018.146.11

Uncovering assumptions of power - (Chapter 2, pp. 22-37)

Week 2

Annotated Lesson Planning Modeling through video analysis

Required Reading

Medwell, J. (2018). Approaching short-term planning. In Cremin, T., & Burnett, C. (Eds.). Learning to teach in the primary classroom (4^th ed., pp. 149-161). Routledge.

Learning_to_Teach_in_the_Primary_School_----_(3.2_Approaching_short-term_planning

Recommended Reading

Nagro, S. A., Fraser, D. W., & Hooks, S. D. (2019). Lesson planning with engagement in mind: Proactive classroom management strategies for curriculum instruction. Intervention in School and Clinic, 54(3), 131-140. https://doi.org/10.1177/1053451218767905

Sawyer, A. G., Dredger, K., Myers, J., Barnes, S., Wilson, R., Sullivan, J., & Sawyer, D. (2020). Developing teachers as critical curators: Investigating elementary preservice teachers’ inspirations for lesson planning. Journal of Teacher Education, 71(5), 518-536. https://doi.org/10.1177/0022487119879894

Journal Entry 1 Due

Week 3

Seeing our Teaching through Learners’ Eyes

Dialogic Teaching- Facilitating Classroom Discussions

Required Reading

Brookfield, S.D. (2017). Seeing ourselves through student’s eyes. In Becoming a critically reflective teacher. John Wiley & Sons. (pp. 97-113).

Becoming a Critically Reflective Teacher -chapter 6

Recommended Reading

Kim, M. Y., & Wilkinson, I. A. (2019). What is dialogic teaching? Constructing, deconstructing, and reconstructing a pedagogy of classroom talk. Learning, Culture and Social Interaction, 21, 70-86. https://doi.org/10.1016/j.lcsi.2019.02.003

What is dialogic teaching_ Constructing, deconstructing, and reconstructing a pedagogy of classroom talk.

Week 4

Teachers as Collaborative Thinkers

The Joint Reflections (school-based mentor, other professionals at school, parents)

Required Reading

Brookfield, S.D. (2017). Learning from colleagues’ perceptions.In Becoming a critically reflective teacher. John Wiley & Sons. (pp. 115-134).

Learning from colleagues’ perceptions - Becoming a Critically Reflective Teacher -chapter 7

Recommended Reading

Gutierez, S. B. (2021). Collaborative lesson planning as a positive ‘dissonance’ to the teachers’ individual planning practices: characterizing the features through reflections-on-action. Teacher Development, 25(1), 37-52. https://doi.org/10.1080/13664530.2020.1856177

Journal Entry 2 Due

Week 5

Facilitating Learner Engagement Active Learning Strategies

Planning, teaching, and reflecting within the TAP cycle

Required Reading

Eickholt, J., Johnson, M. R., & Seeling, P. (2020). Practical active learning stations to transform existing learning environments into flexible, active learning classrooms. IEEE Transactions on Education, 64(2), 95-102. https://doi.org/10.1109/TE.2020.3009919

Recommended Reading

Niemi, H., Shuanghong, N. İ. U., Vivitsou, M., & Baoping, L. İ. (2018). Digital storytelling for twenty-first-century competencies with math literacy and student engagement in China and Finland. Contemporary Educational Technology, 9(4), 331-353. https://doi.org/10.30935/cet.470999

Parker, R., & Thomsen, B. S. (2019). Learning through play at school: A study of playful integrated pedagogies that foster children’s holistic skills development in the primary school classroom https://research.acer.edu.au/learning_processes/22/

Week 6

Meaningful Feedback Visible Thinking: Feedback

Required Reading

Hattie, J., & Clarke, S. (2018). A feedback culture. In Visible learning: feedback. Routledge. (Chapters 2, pp. 8-47).

A feedback culture - (Chapters 2, pp. 8-47)

Harvard Graduate School of Education (2022). Project Zero. Visible thinking.http://www.pz.harvard.edu/projects/visible-thinking

Recommended Reading

Hattie, J., & Clarke, S. (2018). What is feedback? In Visible learning: feedback. Routledge. (Chapters 1, pp. 1-7).

Journal Entry 3 Due

What is feedback - (Chapters 1, pp. 1-7)

Week 7

Facilitating Learner Engagement Through Educational Technology

Required Reading

Potter, J. (2018). Primary education in a digital age. In Cremin, T., & Burnett, C. (Eds.). Learning to teach in the primary classroom (4^th ed., pp. 470-484). Routledge

Primary education in a digital age - pp. 470-484)

Recommended Reading

Bond, M., & Bedenlier, S. (2019). Facilitating student engagement through educational technology: Towards a conceptual framework. Journal of Interactive Media in Education, (1), 11. http://doi.org/10.5334/jime.528

Week 8

One Size Does Not Fit All: Differentiating Instruction

Required Reading

Purdy, N. & Boddison, A. (2018). Special educational needs and inclusion. In Cremin, T., & Burnett, C. (Eds.). Learning to teach in the primary classroom (4^th ed., pp. 321-336). Routledge.

Special educational needs and inclusion - pp. 321-336)

Recommended Reading

Bondie, R. S., Dahnke, C., & Zusho, A. (2019). How does changing “one- size-fits-all” to differentiated instruction affect teaching? Review of Research in Education, 43(1), 336-362.https://doi.org/10.3102/0091732X18821130

Journal Entry 4 Due

Week 9

Elements of a Unit Plan

Required Reading

Vanderbilt University IRIS Center (2022). Unit Plan Design. https://iris.peabody.vanderbilt.edu/module/cnm/cresource/q4/p15/#content

Recommended Reading

Dobber, M., Zwart, R., Tanis, M., & van Oers, B. (2017). Literature review: The role of the teacher in inquiry-based education. Educational Research Review, 22, 194-214. https://doi.org/10.1016/j.edurev.2017.09.002

Literature review: The role of the teacher in inquiry-based education

Week 10

Teacher Values and Beliefs

Planning, teaching, and reflecting within the TAP cycle

Required Reading

Burnett, C. (2018). Research and professional development: using research and enquiry to develop as a teacher. In Cremin, T., & Burnett, C. (Eds.). Learning to teach in the primary classroom (4^th ed., pp. 553- 564). Routledge.

Research and professional development: using research and enquiry to develop as a teacher - (pp. 553- 564)

Recommended Reading

Beijaard, D. (2019). Teacher learning as identity learning: Models, practices, and topics. Teachers and Teaching, 25(1), 1-6. http://dx.doi.org/10.1080/13540602.2019.1542871

Week 11

Teachers as Life-Long Learners

Required Reading

Fox, A. (2018). Understanding and planning your continuing professional development. In Cremin, T., & Burnett, C. (Eds.). Learning to teach in the primary classroom (4^th ed., pp. 535-554). Routledge.

Understanding and planning your continuing professional development- (pp. 535-554).

Recommended Reading

Elliot, J. (1991). Action research and professional learning. In Action research for educational change (Part II, pp. 43-69). McGraw-Hill Education.

Action research and professional learning - pp. 43-69

Wilson, E. (Ed.). (2017). How to do action research. In School-based research: A guide for education students. (Chapter 7, pp. 107-123). Sage.

Portfolio III Presentations Portfolios due on the LMS

Pre-Service Early Years/Primary Postgraduate Diploma in Education: EDUPPPEYP3 - Professional Practice Placement- Early Years & Primary 3: Growing sense of professional membership as a practicing teacher

COURSE DESCRIPTION

eBooks

Course Resources