Module Details

Module Code: EDUC N8107
Full Title: Reflective Practice and Professional Development for Educators
Valid From:: Semester 2 - 2021/22 ( January 2022 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 5
Module Owner:: Myles Hackett
Departments: Nursing Midwifery & Early Years
Module Description: This module focuses on the development of critical reflection as an integral aspect of ongoing professional development as an educator. Learners will explore a range of tools and practices that they can use to support the development of their own reflective practice. The module will support the integration of learning from across the programme and learners will develop a plan to enhance key aspects of their practice.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Develop a personal teaching philosophy.
MLO2 Apply theory and evidence to own practice in learning, teaching and assessment.
MLO3 Compare and contrast different models of reflection to develop a personal reflective practice.
MLO4 Create a plan to enhance own practice in learning, teaching and assessment.
MLO5 Reflect on and engage with feedback, to enhance learning and professional practice.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
 
Module Indicative Content
Models of Reflection
Brookfield, Gibbs, Kolb, Rolfe et al., Schön; advantages and disadvantages of models.
Reflective practice
Critical reflection; reflective writing; Developing reflective practice; Assessment Literacy and Feedback processes (providing and responding); Using evidence to support reflection and professional development; evaluating own practice; goal setting and self-regulation.
Scholarship, learning and teaching.
Scholarly teaching; Scholarship of Learning and Teaching; Small scale evaluation techniques; action research.
Module Assessment
Assessment Breakdown%
Course Work20.00%
Project80.00%
Module Special Regulation
 

Assessments

Part-time

Course Work
Assessment Type Continuous Assessment % of Total Mark 20
Marks Out Of 0 Pass Mark 40
Timing n/a Learning Outcome 1,2,5
Duration in minutes 0
Assessment Description
Learners will develop a personal teaching philosophy statement. This will be a staged assessment, incorporating opportunities for feedback on a draft.
Project
Assessment Type Project % of Total Mark 80
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 2,3,4,5
Duration in minutes 0
Assessment Description
This project requires learners to select and apply a model of reflection to reflect on their learning across the programme and their own practice in order to identify priorities for enhancement. They then create an evidence-based plan to achieve this and choose an effective format to present this in. This should include a plan for implementation and evaluation. Opportunities for lecturer and peer feedback will be incorporated and the final plan will include reflections on the learner's engagement with this feedback.
No Practical
No Final Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DKIT reserves the right to alter the nature and timings of assessment

 

Module Workload

This module has no Full-time workload.
Workload: Part-time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Online (Contact) Contact Group discussions and seminars Every Second Week 1.00 2
Lecturer-Supervised Learning (Contact) Contact Workshop Twice per semester 0.27 2
Online (Contact) Contact 'Critical Friends' peer group Every Third Week 0.67 2
Online (non-contact) Non Contact Asynchronous learning Every Week 1.00 1
Directed Reading Non Contact No Description Every Week 1.00 1
Independent Study Non Contact No Description Every Week 3.00 3
Total Weekly Learner Workload 6.93
Total Weekly Contact Hours 1.93
 
Module Resources
Recommended Book Resources
  • Margaret Gregson,Sam Duncan,Kevin Brosnan,Jay Derrick,Gary Husband,Lawrence Nixon,Trish Spedding,Rachel Stubley,Robin Webber Jones. (2020), Reflective Teaching in Further, Adult and Vocational Education, Bloomsbury Academic, p.504, [ISBN: 1350102008].
  • Jennifer A. Moon. (1999), Reflection in Learning and Professional Development, Psychology Press, p.229, [ISBN: 074943452X].
  • Gillie Bolton,Russell Delderfield. (2018), Reflective Practice, SAGE Publications Limited, p.296, [ISBN: 1526411709].
Supplementary Book Resources
  • Jean McNiff. (2017), Action Research for Professional Development: Concise advice for new (and experienced) action researchers., 2nd Ed. September Books, Dorset, UK, [ISBN: 9780902047051].
  • Paul Ashwin,David Boud,Kelly Coate,Fiona Hallett,Elaine Keane,Kerri-Lee Krause,Brenda Leibowitz,Velda McCune,Iain MacLaren,Jan McArthur,Michelle Tooher. (2015), Reflective Teaching in Higher Education, Bloomsbury Publishing, p.432, [ISBN: 1441197559].
Supplementary Article/Paper Resources
  • Irish Educational Studies, Irish Educational Studies.
  • International Journal for the Scholarship of Teaching and Learning, International Journal for the Scholarship of Teaching and Learning.
Other Resources