By the end of the module, participants should be able to:
- Drawing on the discipline specific educational literature and your own experience, analyse and reflect on any distinctive approaches to teaching, learning and assessment that are associated with your discipline or cognate disciplines.
- Make connections between what are called generic approaches and discipline orientated approaches (e.g. signature pedagogies), and how that could be important for your teaching methods and assessment
- Develop your understanding of what is distinctive about teaching in your discipline with peers from cognate disciplines and any emerging issues related to disciplinary teaching, student learning and assessment
- Make connections between what are called generic approaches and discipline orientated approaches (e.g., signature pedagogies), including the use of educational technology,
- Consider the merits of different approaches to evaluating teaching and enhancing quality (e.g., peer observations, students’ evaluation,
- external audit, accreditation visits) and how they apply in a specific school/disciplinary context.
- Recognise the importance of evidence-based approaches, feedback from colleagues and students, and the role of reflection and selfevaluation for their own professional development, for quality assurance and quality enhancement
- Recognise the role of the UKPSF in their own professional development
- Share connections between what are called generic approaches and discipline orientated approaches (e.g. signature pedagogies), and how that could be important for your planning, teaching methods and assessment
- Identify a significant student learning or student support issue that is particularly relevant in your disciplinary context at this time.
- Conduct and report a review of the relevant disciplinary educational literature associated with the above issue, with the purpose of identifying a research question for your action research project in Module 3
- Reflect on the feedback you have received from peer observation sessions conducted with different colleagues (e.g., mentor or colleague on the PGCHET) and how you can use it, or have used it, to improve your practice
- Provide written and oral feedback to a colleague on the strengths and weaknesses of a teaching session in the context of a peer observation.
- Reflect on the process of peer observation, the pros and cons of this approach to evaluating teaching, comparing it with other sources of evaluation such as student evaluation of teaching
- Reflect on changes and developments in their teaching and evaluate their progress against the UKPSF Descriptor Level 2
- Recognise the importance of external benchmarks and standards frameworks to their own academic practice
Content will include:
- Disciplinary Teaching Methods
- Disciplinary student learning
- Peer Group Meetings Mentor meetings
- formative and summative evaluation of learning and teaching, including peer observation
- Focus on the disciplines portfolio of evidence