Ïã¸ÛÁùºÏ²Ê

The Professional Practice module combines practical experience in post 16 educational institutions, where student teachers observe and undertake classroom teaching, with pedagogical knowledge and professional development supported in IOE-based sessions. During teaching practice, student teachers gain the practical experience they need to meet the standards expected for the sector. Assessment for this module involves partner-based mentors in collaboration with IOE tutors.

This module aims to:

• To enable student teachers to develop their competence in relevant areas of the professional teaching standards
• To enable student teachers to develop their powers of critical reflection, linking practice with theories of teaching and learning appropriate to the lifelong learning sector
• To enable student teachers to understand and reflect on what is meant by inclusive classroom practice in relation to planning, teaching, learning and assessment
• To develop student teachers’ knowledge of their subject and its pedagogy as appropriate
• To enable student teachers to plan for their own professional development, setting appropriate targets and monitoring their own progress
• To enable student teachers to develop appropriate literacy, language, numeracy and ICT skills.

By the end of the module student teachers will be able to:

• Develop and evaluate teaching and learning methods, approaches and resources appropriate to their subject-specific or context-specific area
• Engage with the principles of, and strategies for, motivating learners and managing classrooms
• Engage with the principles of effective communication with individuals and groups and apply this in classroom practice.
• Demonstrate a systematic understanding of the principles and practice of assessment and feedback – initial, formative and summative – and select and evaluate a range of assessment tools
• Use regular reflection and feedback from others, including peer groups and study groups, to evaluate and improve their own practice, drawing on current research and scholarship relevant to the sector.
• Plan and structure inclusive learning opportunities, differentiated to meet the needs of learners
• Demonstrate habits of engaging with and critically evaluating professional practice in relation to their observations on placement or at their place of work and/or through their own teaching.
• Demonstrate continued development in literacy, language, numeracy and ICT
• Design, and critically reflect on, programmes of learning appropriate to their subject-specific or context-specific area
• Engage in an online learning community to explore opportunities for wider professional practice, to reflect on the concept of professionalism and to exchange ideas and share practice within this community
• Discuss the extent to which their teaching subject has a pedagogy peculiar to itself, and how such pedagogies impact upon classroom practice.
• Assess their own strengths and areas for development against sector standards and plan for their own professional development.