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Professional course

Beginning a Career: Reflective Practice for Newly Qualified Teachers

About this course

Course code:
UTLGJ430M
Applications:
University
Level:
Professional/Short Course
Department:
Education and Childhood
Campus:
Frenchay
Course director:
Joan Foley

Page last updated 12 April 2017

Introduction

On successful completion of this module you will have:

  • Undertaken an induction support programme for Newly Qualified Teachers (NQTs).
  • Either utilised two professional progress review points under the assessment framework for DfE (2014) Induction for newly qualified teachers (England); or have utilised the school/college setting's professional development programme to support your professional development, as appropriate.
  • Collected and critically reflected upon a range of evidence about progression through your induction year.
  • Shown critical awareness of how to identify and evaluate classroom evidence and to use this evidence to inform your teaching development.
  • Planned effectively for associated action on the basis of critical reflection and evidence.

You will also be able to:

  • Evidence your support needs as an NQT and show awareness of where and how to access support as a teacher, including the use of a critical friend in the process of development.
  • To write a reflective commentary on your professional learning through the induction period, with reference to
  • the relationship between theory and practice in complex situations.
  • Engage confidently in academic and professional communications with others, reporting on action clearly, autonomously and competently, including the capacity to communicate the processes and outcomes of your learning.

Careers / Further study

Upon completion of this module, you may wish to apply for one of the following courses. This module would count for 30 credits of the Masters or Postgraduate course.

  • MA Education; MA Ed (Early Years)
  • PG Dip Education; PG Dip Education (Early Years)
  • PG Cert Education; PG Cert Education (Early Years)

Structure

Content

The 'syllabus' for the induction year is shaped by NCTL Induction Standards for NQTs, building upon the Qualified Teacher Status Standards.

Priority areas for development will relate to the particular strengths and weaknesses of individual NQTs, but will encompass issues to do with professional values and practice; knowledge and understanding; and teaching.

Learning and Teaching

  • Institution based induction support (e.g. your school/college).
  • Use of structured portfolio guidance, complemented by support workshops.
  • Face-to face and e-tutorials.
  • On-line guidance.
  • Online-resources.
  • Scheduled learning tutorials.

Independent learning includes hours engaged with essential reading, assignment preparation and completion etc.
Key Information.

Assessment

The portfolio will include:

  • A critically, analytical commentary on an aspect of professional development as a newly qualified teacher in early teaching experiences.
  • Evidence to support each section.
  • A reference list using the UWE Harvard system.

The Reflective Commentary
In order to demonstrate Masters' Level in reflecting on practice, you will need to:

  • Identify and define the chosen area of development of teaching practice in relation to theoretical and other contexts / frameworks / references.
  • Produce evidence of the nature and quality of personal engagement.
  • Give evidence of systematic, critical reflection and analysis of your practice, including consideration of the nature, boundaries/definitions of the activity in question and the motives, causes and influences contributing to a particular development.
  • Demonstrate, where appropriate, the ability to synthesise and identify new and imaginative connections.
  • Illuminate the development of their awareness, identity and personal philosophy in relation to being a newly qualified teacher.


Gathering Evidence
The commentary should be supported with pertinent appendix material including:

  • Extracts from any personal journal or learning logs.
  • Professional documents drawn up to contribute to the role of teacher in a significant way, such as teaching and learning plans and resources.
  • Records and evaluations of staff development / training.
  • Record of meetings with colleagues.
  • Action plans for personal professional development.
  • Reflections on the range of professional development opportunities accessed.
  • Other relevant CPD activities.

You will be allocated a tutor to support your studies. You will meet with their tutor, or contact them via email, for advice and guidance on the evidence required for your portfolio and the reflective commentary.

Prices and dates

Supplementary fee information

£580.00

Dates

Start date 07 November 2016

How to apply

How to apply

You will apply online for your CPD modules, which you can take as stand-alone courses or as part of an undergraduate or postgraduate (Masters level) programme.

For further information

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