Module EDUC3431: Moving from a Trainee to an ECT in Primary Education

Department: Education

EDUC3431: Moving from a Trainee to an ECT in Primary Education

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To support students in their employability and graduate attributes in preparation for transition to Early Career Teachers (ECT).

Content

• To recognise and strengthen graduate attributes and recognise the role they play through critical analysis of professional debate and research;
• To build and strengthen expectations and knowledge of the ECT;
• To gain knowledge and skills in preparation for interviews and applying for jobs;
• To build and explore issues related to employability and the teaching profession.

Learning Outcomes

• Explore and critique evidence and theory and key ideas underpinning graduate attributes, the role of an ECT and the teaching profession;
• Explore and critique key ideas underpinning the role graduate attributes play in the interview process.

• Engage in critical reflection in one's own professional development in preparation for transition to Early Career Teacher.

• Communicate ideas, principles and theories effectively in written and oral form; 
• Work collaboratively with peers;
• Work effectively as part of a team, on given tasks and activities;
• Engage in self-assessment;
• Manage time and work to deadlines;
• Construct and sustain a reasoned argument;
• Evaluate and make use of information from a variety of primary and secondary sources.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Teaching will consist of a mixture of lectures and seminars;
• Lectures will introduce key ideas and knowledge;
• Seminars will provide opportunities for discussion and detailed exploration of key issues;
• Trainees will have the opportunity to take part in using a range of structured and supported activities;
• Trainees will have the opportunity to think critically and engage in professional debate and research;
• The module assessment is a Portfolio. The portfolio presents a collection of evidence demonstrating the development and application of key Graduate Attributes and the ITTECF Framework alongside personal reflections and annotations. Evidence to be gathered from a range of sources.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Written formative feedback for a section/plan of the portfolio (up to 300 words) will be provided.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.