In this course students will study how the development of teaching is closely associated with both metacognitive self-evaluation and critical reflection of the literature of teaching/learning (both generally and i n their respective subjects). Reflective practice is a process of continual experiential learning (Schon, D. 1983. The Reflective Practitioner. Basic Books). I n this course students will learn to engage in critical self-evaluation while responding appropriately to peer/student evaluations and taking into consideration practical theory.
Students who register for this course may be exempted from the practicum section if they have:
- A current teaching responsibility which lasts for the duration of the course, and/or
- Substantial prior teaching experience on which to reflect.
- Create, explain, and justify a plan for h ow they might improve their practice. Students are responsible for securing their own practicum, but faculty will do what they ca n to help. The practicum may be completed through lecturing, teaching, and/or s mall group facilitation (such as D ES Groups). Unless the student i s exempted, the practicum will be undertaken concurrently with the course.
This is an interactive course, designed to support reflective practice, and integration of research, theory and practice. Students will be in a range of different practicums and will have structured opportunities to work through problems of practice together as a cohort. Practicum placements will vary; it could be a new experience, a little bit above and beyond what they normally do, or something they've done for years that they want to focus on more deeply with a microscope. The goal of the practicum is for students to have a practical experience to help them integrate theory, research and practice. The practicum will also be the basis of the student’s thesis. as it will also be the site of their research. Finally, through these courses students will focus deeply on developing their e-portfolio.
The goal of this course is to support reflective practice and integration of research, theory, and practice across all M.Ed. program courses through the creation of an ePortfolio. Through this digital portfolio, students will strategically and systematically reflect on their learning within and across each of the M.Ed. courses in relation to the four program learning outcomes.
To prepare for the various stages of this process, students will:
- Collect work from all courses across the two years in the program
- Reflect on the documents as evidence of learning
- Select pieces that highlight turning points and changes in thinking
- Connect by sharing with a variety of audiences for feedback
According to Rogers (2001), reflection is defined as, "a cognitive and affective process or activity that (1) requires active engagement on the part of the individual; (2) is triggered by an unusual or perplexing situation or experience; (3) involves examining one's own responses, beliefs, and premises in light of the situation at hand; and (4) results in integration of the new understanding into one's experience." (p.41).
By integrating the ePortfolio reflective experience into the M.Ed. program, student learning will be explored through the lens of the delivered classroom curriculum and the lived curriculum as experienced beyond the walls and campus of SGU (Yancey, 2004) as students cycle through the four stages of Kolb's Learning Cycle (1984):
- having a concrete experience followed by...
- observation of and reflection on that experience which leads to...
- the formation of abstract concepts (analysis) & generalizations (conclusions) which are then...
- used to test hypothesis in future situations, resulting in new experiences.
The ePortfolio should be considered both the process through which students engage in this systemic and intentional reflection, as well as the product of this work.
This course is designed to critically examine current topics and emerging issues impacting education as they relate to the big ideas in the M. Ed program: Inquiry, Collaboration, Identity, Equity, Agency, and Power. Students will examine the influence of personal beliefs, values, worldviews, and assumptions on the perception/interpretation of current issues, the teaching- and learning-related practice, and decision making in education. Students will self-select a current issue that has impacted their educational context, leverage the class as a community to expand and refine their understanding of the issue, then synthesize the variety of perspectives into an action plan/way forward.