Unit EDML704: Pedagogy and Practice in Education

Unit code: J/618/3138 RQF level: 7

Unit Aim

The aim of this unit is to develop learners’ theoretical and practical grounding in approaches to teaching and learning, related to subject pedagogic knowledge and pedagogic practices.

Learning Outcomes and Assessment Criteria

Learning Outcomes: To achieve this unit a learner must be able to: Assessment Criteria: Assessment of these outcomes demonstrates a learner can:

1. Define and demonstrate understanding of the subject pedagogy.

2. Explain the nature of knowledge and its role in developing a critical pedagogy.

3. Apply theory and research to support pedagogic practice. Explain the significance of pedagogy in education. Differentiate between pedagogical approaches and models.

Integrate principles of andragogy within pedagogical approaches.

Critically evaluate the relationship between knowledge acquisition and pedagogical practices.

Discuss the social, economic and political implications of different pedagogies.

Examine how enquiry in practice can extend an understanding of pedagogy.

Understand theories underlying pedagogy and apply pedagogic theory to practice.

Improve professional pedagogical practice through collaboration and communities of practice.

Guide and evaluate others in regard to pedagogical practice.

Reading list

Required

Text

Merriam, S. B., Bierema, L.L. (2014). Adult Learning: Linking Theory to Practice. San Francisco, CA: Wiley

Suggested Readings

Aliakbari, M. and Elham Faraji, E. (2011). Principles of Critical Pedagogy. Second International Conference on Humanities, Historical and Social Sciences IPEDR, 17, 77-85.

Bates, A. W. (2015). Teaching in a Digital Age. Retrieved at

https://opentextbc.ca/teachinginadigitalage/ Clark, R., Harrelson, G.L. (2002). Designing

Instruction That Supports Cognitive Learning Processes. Journal of Athletic Training, 37(4), 152-159. London School of International Business | www.LSIB.co.uk 20

Deignan, T. (2009). Enquiry-Based Learning: perspectives on practice. Teaching in Higher Education, 14(1), 13-28. Freire, P. (2005). Pedagogy of the Oppressed, 30th Anniversary Edition. New York: Continuum. Husbands, C. and Pearce, J. (2012). What Makes Great Pedagogy? Nine Claims from Research. National College for School Leadership.

Herrington, A. J. & Herrington, J. A. (2007). What is an authentic learning environment? In L. A. Tomei (Eds.), Online and distance learning: Concepts, methodologies, tools, and applications (pp. 68-77). Hershey, PA: Information Science Reference. Johnson, C.M. (2005). Establishing an Online Community of Practice for Instructors of English as a Foreign Language. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Graduate School of Computer and Information Sciences. (614) Larsen, L.L., (2012). "Teacher Education Research Between National Identity and Global Trends." Pedagogical Approaches - Insights for Teachers of Adults. NAFOL Conference.

Nelson, R., Spence-Thomas, K. & Taylor, C. (2015). What makes great pedagogy and great professional development: A final report. National College for Teaching and Leadership. Retrieved from https://dera.ioe.ac.uk/22157/1/What_makes_great_pedagogy_and_great_professional_develop m ent_final_report.pdf O'Connor, C. (2015). A Practice-Led Approach to Aligning Learning Theories with Learning and Teaching Strategies in Third Level Chemistry Education. Irish Journal of Academic Practice, 4(1), Article 7. O'Riordan, F. (2018). Transformational pedagogy through curriculum development discourse. Int. J. Innovation and Learning, 23(2), 244-260. Patel, N. H. and Herick, D. (2010) Collaborating in Higher Education: Improving Pedagogical Practice. scholarlypartnershipsedu, 5(2), Article 7. Webster-Wright, A. (2009). Reframing Professional Development Through Understanding Authentic Professional Learning. Review of Educational Research, 79(2), 702-739.