School of Social Sciences, Business and Law
Professional Graduate Certificate in
Education: Education and Training
Module Title:
Professional Practice Module
EDU3054-N
LEVEL 6
CREDITS: 30
ACADEMIC YEAR 2015/16
Please ensure that you complete this module at the correct level:
If you are doing the Certificate in Education: Education and Training complete Level 5
If you are doing the Professional Graduate Certificate in Education: Education and Training
complete Level 6
Module Aims
This module explores theories, principles and models of reflective practice; autonomous
learning and the importance of engaging in continuing professional development. The module
will encourage participants to evaluate their needs in order to plan, participate in appropriate
continuing professional development and evaluate the effectiveness of this participation upon
professional practice, including performance in the classroom. A clear feature is to promote
autonomy in learning in the participants and the ability to plan and manage own professional
development.
This module also aims to explore the models, principles and practice associated with quality
assurance and quality improvement in educational organisations and will enable participants
to analyse these models and principles and apply them to their own practice. This will enable
participants to actively contribute to the quality improvement of their organisation.
Module Content
Indicative Content
 The role of the teacher and the Education and Training Foundation.
 Theories, principles and models of reflective practice; autonomous learning and
continuing professional development.
 The role of continuing personal andprofessional development for teachers in the
sector.
 The values, commitments, knowledge and skills set out in the standards for teachers
 Sources of information re: continuing professional development opportunities in the
sector.
 Quality assurance models, systems and procedures.
 Quality improvement models systems and procedures.
 Principles and theories of evaluation, quality assurance and quality improvement.
 Organisational policy and procedure for maintaining quality assurance (Management
Information Systems), including standardisation of teaching, learning and assessment
and course review and evaluation data (including issues of retention and
achievement), external verifier and awarding body reports on provision.
 Regulatory bodies and systems and inspection regimes in the operation of the lifelong
learning sector.
 Statutory requirements and underpinning principles in relation to teaching own area of
specialism Responsibilities of the individual tutor in implementing statutory
requirements.
Teaching and Learning
 Students will be taught via lectures with supporting seminar/group work. One to one
tutorials will be provided to the students for support and in order to negotiate and agree
a focus for the summative assessment. Feedback will be given on draft written work to
enable students to enable the improvement of future work.
 Students will collect evidence in the practice setting in order to evaluate the quality
assurance and quality improvement policies and procedures of the
placement/employment organisation.
 Students will work with the module tutor to discuss issues of QA and QI in the seminar
groups in order to share information re: different organisational approaches.
 The practice mentor will be used as a source of additional information and support
when the students are collecting evidence to support the production of the summative
assessment task.
 Students will use VLE and on-line resources to further support their learning.
Main Learning Outcomes
Knowledge & Understanding
1. Demonstrate critical understanding of the concept of professionalism and core
professional values in the education and training sector.
2. Critically analyse policies and regulatory requirements relating to the education and
training sector.
3. Critically appraise approaches to develop learners' wider skills in own specialist area.
Cognitive & Intellectual Skills
4. Critically analyse the application of theories, principles and models of reflective
practice to continuing personal and professional development.
Practical & Professional Skills
5. Demonstrate creativity in engaging in continuing personal and professional
development to improve own practice.
6. Critically analyse how to contribute to quality improvement and quality assurance
systems and procedures.
7. Critically reflect on, evaluate and improve own wider professional practice.
Key Transferable Skills
8. Reflect critically and systematically on performance to further develop learning via
engagement in and reflection on a range of continuing professional development
activities.
Attendance
Students are expected to attend all lectures, seminars, workshops and any other scheduled
teaching activity. It is through interpersonal exchanges with tutors and peers that experiential
learning and the testing of ideas takes place and the University has strong evidence that good
attendance is related to success in assessments. Attendance will be monitored and if there is
evidence that you are not engaging with University studies then you may be withdrawn from the
programme.
Assessment
Formative assessment
Participate in creative teaching activity within class.
Summative assessment
Creative teaching report (ECA 60%)
Undertake a supported experiment in your teaching/training and create a report of your
findings (using a model of reflection).
Criteria for the report:
1.
2.
3.
4.
Research innovative/creative methods of teaching.
Choose and justify the choice of ‘new idea’ – links to theory.
Plan session(s) to include a new style of activity with a nominated group.
Reflect on the activity - Identify key developments e.g. students staying on task, giving
feedback on the activity, how the student teacher felt about the activity, what they feel
the students learned using the activity, changes with respect to behaviour
management etc.
5. Link the reflection to learning and assessment theory.
6. Plan for future – either the development of the new activity and/or new ideas.
7. Include evidence and information on how to evaluate and frameworks for evaluation.
(3000 Words) Learning outcomes: 3,4,5,6,7,8,9,10
Professionalism Essay (ECA 40%)
Critically evaluate and analyse the impact professionalism has in the Education and Training
sector on your own role and the impact on your learners. Show your own continuing personal
and professional development needs. Ensure you can evaluate how teachers contribute to
quality improvement and assurance systems/procedures and how this improves the evaluation
process.
(3000 words) Learning outcomes:1,2,3,5,6,7,8,9,10
Assessment Criteria
Standard Teesside University UG Level 6 will be used.
Assessment Submission and Re-submission
See timetable for hand-in dates and details.
Late submission will result in only a pass grade of 40% being awarded.
If you do not successfully pass the in-course summative essay you will be offered an
opportunity to resubmit the work in the period of four weeks after you have received feedback.
Feedback will be available within four weeks of submission.
Academic Support and Guidance
Your tutor is there to support your academic progress but you may also receive academic
support from the learning hub within the library/website.
Reading List
Purchase
Duckworth, V. and Tummons, J. (2010) Contemporary Issues in Lifelong Learning.
Maidenhead: McGraw Hill/OU Press
Tummons J. (2009) Curriculum Studies in the Lifelong Learning Sector, Exeter: Learning
Matters
Essential
Ashworth. (1994) Assessing Quality in Further and Higher Education, London: Jessica Kingsley
Doherty, D.C. (Ed) (1994) Developing Quality Systems in Education, London: Routledge
Lumby, J. (2001) Managing Further Education: Learning Enterprise, London: Sage
Mukhopadhyay, M. (2005) Total Quality Management in Education, 2nd Ed. London: Sage
Tummons, J. (2010) Achieving QTLS. Becoming a Professional Tutor in the Lifelong Learning
Sector. 2nd Edition, Exeter: Learning Matters
Recommended
Armitage, A. et all (2012) Teaching and Training in the Lifelong Learning Sector, 3rd Edition,
Bucks: OU Press
Daines, J. (2006) Adult Learning, Adult Teaching, 4th Edition, Wales: Welsh Academic Press
Ghaye, A. & Ghaye, K. (1998),Teaching and Learning Through Critical Reflective Practice,
London: David Fulton
Hillier, Y. (2002) Reflective Teaching in Further and Adult Education, London: Continuum
Minton, D. (2005) Teaching Skills in Further and Adult Education, 3rd Edition, London: Stanley
Thornes
Petty, G. (2009) Teaching Today, 3rd Edition, Cheltenham: Nelson Thornes
Jasper, Melanie (2003) Beginning Reflective Practice, Cheltenham: Nelson Thornes
Moon, J. A. (2004) A Handbook Of Reflective and Experiential Learning: Theory And Practice,
London: Routledge Falmer
Reece, I. and Walker, S. (2006) Teaching, Training and Learning: a practical guide, 6th Edition,
Sunderland: Business Education Publishing
Wallace, S. (2005) Teaching and Supporting Learning in Further Education, 2nd Edition,
London: Learning Matters
Journals
Professional Development in Education
The Journal of Educational Action Research
Journal of Vocational Education and Training
Electronic
OFSTED www.ofsted.gov.uk
Excellence Gateway www.excellencegateway.org.uk
JISC regional support centre http://moodle.rsc-eastern.ac.uk
The Education and Training Foundation http://www.et-foundation.co.uk/
Learning Matters www.learningmatters.co.uk
National Institute of Adult Continuing Education www.niace.org.uk
National Foundation for Educational Research www.nfer.ac.uk
Qualifications and Curriculum Authority www.qca.org.uk
Times Educational Supplement www.tes.co.uk
Regulations and Procedures
The following statement and link to the regulations should be included in the guide.
Naturally within the University there are a number of regulations which you may need to refer to
as you progress through this module and the University generally. The University has placed
these regulations on the University Website at:
http://www.tees.ac.uk/docs/index.cfm?folder=Student%20Regulations
It is your responsibility to familiarise yourself with these regulations which include:
 Academic Regulations including:
Academic Misconduct
Applicants with Disabilities
Attendance Policy
Framework for Assessment, Award and Progression
Mitigating Circumstances Regulations
Submission of Assessments

Computer Regulations

Student Conduct Regulations

University Assessment Review Application

Student Protocol

University Complaints Procedure
Level 6 Assessment criteria
90% - 100%
80% - 89%
70% - 79%
60% - 69%
50% - 59%
40% - 49%
30% - 39%
Fail
20% - 29%
Fail
0% - 19%
Fail
Exceptional work. Presentation is logical, error-free and, where appropriate,
creative. There is an in-depth understanding of issues/problems and
excellent critical/deep engagement with the material and concepts involved.
Very skillful interpretation of data. Arguments, ideas and, where
appropriate, solutions are presented coherently and fully underpinned by
thorough research and reading.
Outstanding work with presentation of a very high standard. There is
comprehensive understanding of key concepts and knowledge and clear
evidence of critical analysis and insight. Accurate interpretation of data with
arguments, ideas and solutions presented effectively and based on strong
research and reading.
Extremely good work with presentation of a high standard. Demonstrates
an excellent knowledge base with a clear understanding of the issues and
application to practice where appropriate. There is some effective critical
and analytical application of relevant research and reading.
The work is very good, logically structured and presented to a high
standard. Demonstrates a strong knowledge base with a clear
understanding of the issues and application to practice where appropriate.
There is some critical and analytical application of relevant research.
The work is clearly presented and logically structured. It shows evidence of
a sound understanding of the topic and addresses major issues. The work
contains some discussion and interpretation of relevant perspectives
although further development of the arguments presented would be
beneficial. There are examples of critical reflection and evidence of
application of theory to practice.
Adequate presentation. The work displays basic knowledge and
understanding of the topic but is largely descriptive. There is an attempt to
bring together different ideas and concepts although this would have been
strengthened by the inclusion of further key issues. The structure of the
work requires attention to its coherence and logical development of content.
The link between theory and practice, where appropriate, is somewhat
tenuous and its development would enhance the work considerably.
The work is poorly presented and contains numerous errors, inconsistencies
and omissions with limited use of source material. The work displays a
weak knowledge base and a lack of sufficient understanding of the topic.
There is limited evidence of the application of theory to practice where
appropriate. It contains many unsupported statements with limited attempts
to bring issues together and lacks critical analysis and reflection.
The work is very poorly presented and contains numerous serious errors,
inconsistencies and omissions with little use of source material. The work
displays a very weak knowledge base and a lack of sufficient understanding
of the topic. There is very little evidence of the application of theory to
practice where appropriate. It contains many unsupported statements with
very little attempt to bring issues together and there is a complete lack of
critical analysis and reflection. To obtain a mark of 20% the work must
show evidence of a genuine attempt to engage with the assessment
requirements and with the subject matter.
The work is extremely poorly structured and presented. It demonstrates no
real knowledge or understanding of key concepts and principles. Much
material is irrelevant, incorrect, inconsistent or omitted. No evidence of
critical analysis and reflection. No effective use of supporting material. No
application of theory to practice where appropriate. Not a genuine attempt
to engage with the assessment requirements and/or subject matter.