This practice-based module is designed to equip MA CDFE students to become reflective practitioners in experiential K-15 subject education. Adopting a Research-Led Project-Based Learning (RLPBL) approach, students engage with authentic instructional challenges through collaborative pedagogy projects that foreground teaching as a practice. Within a structured RLPBL cycle of practice and reflection, students design, implement, and refine subject-specific teaching strategies in real or simulated classroom settings. They are encouraged to use digital tools and relevant AI and GenAI applications to evaluate instructional effectiveness, analyse student engagement data, and create teaching materials. Students are expected to address a genuine challenge identified during their practice-based teaching, ensuring that their work demonstrates measurable impact on K-15 educational practice. Through this approach, the module develops the professional competencies needed to become reflective, practice-oriented subject teachers who can responsibly leverage AI tools to enhance teaching effectiveness and learner outcomes.
A. Critically analyze and describe the implementation process of a selected teaching scenario in practice-based K15 subject instruction, using evidence from placement observations to inform decision-making. B. Systematically evaluate their own professional development during placement, identifying strengths and areas for growth, and apply these insights to improve teaching practice. C. Propose evidence-informed solutions to challenges and difficulties encountered during K15 teaching practice, demonstrating adaptability and problem-solving in complex educational settings. D. Synthesize theoretical frameworks with firsthand teaching experience to critically evaluate and refine educational practice in K15 subject instruction.
Beyond classroom-based lectures, students are expected to regularly attend their teaching practice school under the guidance of the module leader and the school mentor, typically 13 hours per week, with the teaching schedule designed to accommodate university timetables. During practice-based learning, the module leader conducts on-site observations and provides instruction during each visit, working closely with the school mentor. Students are encouraged to integrate digital tools, including AI and GenAI applications, into their teaching practice, for instance, using AI to generate teaching materials or refine lesson designs based on student feedback. They are also expected to critically evaluate and modify any AI-generated content to ensure pedagogical appropriateness and alignment with their specific classroom contexts. The module consists of 26 hours of lectures on teaching pedagogy, 13 hours of tutorials, 13 hours of placement, and 98 hours of self-study.