TEACHING IN YOUR OWN DISCIPLINE - 2024/5

Module Overview

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”.

Module provider

Surrey Institute of Education

Module Leader

MEDLAND Emma (Sy Inst Educ)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Module Availability

Semester 2

Prerequisites / Co-requisites

Not applicable

Module content

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 pattern

Alternative Assessment

N/A

Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate

their achievement of the learning outcomes. 

 

Thus, the summative assessment for this module consists of:

A 2,500 – 3,000 word written assignment in which the participants will be analyzing teaching within their own discipline through the theoretical lenses discussed during the module entitled “A multi-perspective analysis of teaching in [my discipline]” (LO 1 – 5)

 

Assessment Deadline(s):

Summative assessment: week 13

Formative assessment and feedback

 

The formative assessment will be a 500 word synthesis of a small suite of papers drawn from the participant’s home disciplinary teaching literature to help them to build on their disciplinary knowledge, using language that is as familiar as possible so as not to bombard them with educational jargon that might prove a barrier to learning. This assessment is entitled: “a synthetic review of a suite of papers related to teaching in my discipline".

Indicative suites of papers that are suitable for this assessment are indicated at the end of the reading list, though a participant may construct their own suite of papers in negotiation with the module leader.

Module aims

• 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 

Learning outcomes

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.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: GCAM001

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 2024/5 academic year.