EDUC40030: Teaching and Learning in the Curriculum - Generic Issues in School-Based Education

• None

• None

• None.

• A critical understanding of models of teaching and learning and their theoretical underpinnings.

• Research evidence in classroom strategies for effective teaching and learning.
• The teacher as reflective practitioner; detailed contextualisation.
• Teaching for understanding.
• Creative dimensions of teaching and learning.
• The teacher as active researcher; various theoretical models.

Subject-specific Knowledge:

• LO1 a critical in-depth understanding of the educational ideas and philosophies relevant to Professional Teaching Standards as the foundation of subsequent professional development as pre-service teachers
• LO2 a critical understanding of the factors which affect teaching and learning across a range of generic educational issues of contemporary significance
• LO3 a broad understanding of a range of research methods and their application to education matters

Subject-specific Skills:

• LO4 the ability to analyse and evaluate educational research, and the ideas deriving from this research, applied in different contexts
• LO5 the ability to identify and solve problems in specific educational contexts;

Key Skills:

• LO8 to engage in collaborative learning opportunities in their specialist professional field in education and through planning for further professional development;
• LO10 to reflect on a range of educational research literature and to use this in the writing of academic assignments;
• Through their essays students will demonstrate the ability to:
• undertake a search and synthetic review of research literature,
• summarise and critique research-based literatures;
• communicate ideas, principles and theories effectively, both orally and in writing, to an advanced level;
• develop independent learning skills.

• This module will be taught via an intensive programme of lectures, seminars, practical explorations and tutorials.
• Learning will be developed through discussion, reading, reflections on related theories and professional practice, the creation of a professional portfolio and academic writing, supported by seminar leaders and peers.
• Assessment in the form of a written assignment will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the themes and issues covered under the aims of the module.

If you have a question about Durham's modular degree programmes, please visit our Help page. If you have a question about modular programmes that is not covered by the Help page, or a query about the on-line Postgraduate Module Handbook, please contact us.

Prospective Students: If you have a query about a specific module or degree programme, please Ask Us.

Current Students: Please contact your department.