Module Information
Course Delivery
Assessment
| Assessment Type | Assessment length / details | Proportion |
|---|---|---|
| Semester Assessment | Teaching philosophy and CPD Describe your teaching philosophy based on readings and CPD sessions with concrete detail showing how you apply the principles in practice. Include implications of QA for your teaching context. List CPD showing you meet the required 18 hours beyond induction. 1000 Words | 20% |
| Semester Assessment | Professional Values statement Written report about how the participant applies the PSF professional values in practice. 1000 Words | 20% |
| Semester Assessment | Action Research Project Action Research Project carried out in your own teaching. 2500 Words | 50% |
| Semester Assessment | Teaching practice development A short report in which you reflect on the development of your teaching practice, including an observation of your teaching. Address inclusion and effectiveness of teaching. 500 Words | 10% |
| Supplementary Assessment | Action Research Project Action Research Project carried out in your own teaching. 2500 Words | 50% |
| Supplementary Assessment | Teaching philosophy and CPD Describe your teaching philosophy based on readings and CPD sessions with concrete detail showing how you apply the principles in practice. Include implications of QA for your teaching context. List CPD showing you meet the required 18 hours beyond induction. 1000 Words | 20% |
| Supplementary Assessment | Teaching practice development A short report in which you reflect on the development of your teaching practice, including an observation of your teaching. Address inclusion and effectiveness of teaching. 500 Words | 10% |
| Supplementary Assessment | Professional Values statement Written report about how the participant applies the PSF professional values in practice. 1000 Words | 20% |
Learning Outcomes
On successful completion of this module students should be able to:
Apply professional values in your teaching practice including collaborating with others in a supportive and constructive manner. (V1, V2, V4, V5). The learning outcomes are mapped to the Professional Standards Framework as indicated by the codes in curved brackets. See https://www.heacademy.ac.uk/ukpsf for a full description of the framework.
Carry out an action research project in your practice using critical evaluation and evidence-informed approaches to gain insight for ongoing development. (V3, A1-4, K3)
Teach in an effective and inclusive way that supports all students and demonstrates an informed choice for use of technology. (A1-4, K1-2, K4)
Critically evaluate pedagogical literature and CPD to develop your personal teaching philosophy and practice, building further on Module 1 and prior learning. (A5, V3, K3)
Reflect on QA and the wider context of HE, showing how that informs your teaching decisions. (V4, A5, K5)
Brief description
This module is mapped against the 2023 version of the Professional Standards Framework (PSF). Upon successful completion of this module, Aberystwyth University staff are awarded Fellow status in Advance HE (FHEA). All Dimensions of Practice in the PSF are developed and assessed according to the FHEA Descriptor.
Aims
The aim of this module is to bring theory and practice together so that participants can make informed decisions about their teaching. Participants deepen their understanding of pedagogical principles and apply them effectively in practice by running an action research project, reading around the subject, and attending CPD sessions. This module builds on the foundation established in PDM0430. Reflection is central throughout.
Content
12 hours of induction at Aberystwyth University covering action research, evidence-based educational theory and practice, and reflective practice for learning and teaching. Indicative topics include: designing and running an action research project, improving student retention of learning, evaluating students’ needs, measuring the impact of a teaching intervention on student learning.
18 hours attendance at CPD events covering additional aspects of educational theory and practice (AU or external). Selection of CPD events should be based on your learning goals and guidance from the course team.
Coaching sessions with your mentor.
Consultations and small-group sessions with the PGCTHE team to develop your practice and support development of your action research project.
Formative, non-assessed presentation of your action research project plan for feedback prior to implementation.
Formative, non-assessed teaching observation.
Module Skills
| Skills Type | Skills details |
|---|---|
| Application of Number | Depending on the nature of their action research projects, they may have the opportunity to collect and analyse quantitative data, but this is optional, not a requirement. |
| Communication | Written skills are developed through the action research project and reflective narrative, both of which are assessed. Verbal and visual communication skills are developed through the formative presentation. |
| Improving own Learning and Performance | Reflective practice is used to improve participants’ own learning and performance. This is developed through consultations and the written assessments. |
| Information Technology | Participants develop information technology knowledge through CPD sessions and reading in the pedagogical literature. They are expected to address K4 (The use and value of appropriate learning technologies) in their assessed Action Research Project. |
| Personal Development and Career planning | CPD forms the heart of the two modules in the PGCTHE and is required. Participants reflect on what they have learned from CPD in their assessed work. |
| Problem solving | The action research projects are based on identifying and solving a teaching problem. |
| Research skills | Participants are expected to identify useful articles and books for relevant topics in the action research projects and reflective narrative, evaluate and critique the sources, and then synthesise what they have learned into a coherent arguments. |
| Subject Specific Skills | |
| Team work | Team work is developed through induction sessions, small-group action research project development sessions, and other CPD. It is assessed through their Professional Values Statement. |
Notes
This module is at CQFW Level 7