TEACHING IN YOUR OWN DISCIPLINE - 2022/3
Module code: GCAM001
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module is central to the MA programme, setting the scene for the subsequent modules by getting participants to focus on their own disciplinary teaching using a range of practical and theoretical lenses that draw upon contemporary educational research.
The module will emphasise and bring to the fore key elements of the regulative discourse that underpins the pedagogic framework of the programme: connectivity and transformation. This will provide students with an appreciation of the pedagogy that runs through the programme (and tools to make it explicit) and will also help them to embed acknowledgement of the UKPSF within their studies.
Emphasis will be placed on “starting and ending with the discipline”.
Surrey Institute of Education
KINCHIN Ian (Higher Ed.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: X300
Module cap (Maximum number of students): N/A
Overall student workload
Prerequisites / Co-requisites
Indicative content includes:
The content will be divided into eight topic headings:
- Disciplinary structures
- Disciplinary threshold concepts
- Forms of knowledge: Conceptual-Procedural / Theory–Practice
Formative assessment task
- Teaching models (including ‘student-centredness’ and ‘students as producers’)
- Exploring the potential of PCK (TPACK - Technological Pedagogical Content Knowledge)
- Research-teaching nexus
- Evaluating learning and teaching quality.
- Contextualising UKPSF : http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf.pdf
|Assessment type||Unit of assessment||Weighting|
|Coursework||2500-3000 WORD REPORT||100|
- Encourage teachers to reflect upon the nature of their home discipline; the way it is constructed and taught
- Allow teachers to place their home discipline into the wider Higher Education context of teaching and learning
- Provide methods of teaching evaluation that move beyond the subjective
|001||Articulate the structure of their discipline through text and visual representation in order to consider the consequences of this for teaching||KCPT|
|002||Analyse the relationship between different forms of knowledge within their discipline (e.g. theory and practice; conceptual and procedural; hierarchical and linear)||CP|
|003||Critically evaluate the relative merits of models of teaching such as TPACK (Technological Pedagogical Content Knowledge)||C|
|004||Explore theoretical perspectives to enhance the value of the research-teaching nexus within their discipline.||KCP|
|005||Critically evaluate the quality of teaching and learning within their discipline in the context of UKPS.||P|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Allow participants to view the teaching within their own discipline through a variety of interpretive lenses.
The learning and teaching methods include:
a total of 150 hours of study. This will include:
25 hours (guided study)
10 hours (formal online interaction)
115 hours (independent study)
The guided study will direct the participants to consider their own disciplinary knowledge and familiarity with their own disciplinary teaching norms in the context of contemporary educational theories. Participants will be set tasks to focus their thinking.
Formal online interactions such as seminars will reflect the module content outlined above and there will be a guided study task for each seminar, the results of which will be posted and discussed online.
The reading list for this module is particularly comprehensive to include a selection of papers from various disciplinary foci – especially to support the formative assessment. Participants will then choose the readings appropriate to their disciplinary background.
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: GCAM001
Programmes this module appears in
|Higher Education MA||1||Compulsory||A weighted aggregate mark of 50% is required to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2022/3 academic year.