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Critical Reflection on Philosophical Position as an Educationalist

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  • Post Date 2020-11-12T06:29:16+00:00
  • Post Category Recent Student Quires

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Critical Reflection on Philosophical Position as an Educationalist

Critical Reflection on Philosophical Position as an Educationalist

 

  1. The aim of the module is:

To critically analyse the role of the educator and to explore, evaluate and apply theories of learning to academic and practice based learning

 

  1. The Learning Outcomes of the module are:

On successful completion of the module the student will be able to:

1. Critically evaluate the concept of learning within the present changing climate of health and education provision within both academic and practice-based settings.

2. Critically appraise the knowledge, skills, beliefs and values necessary to be an effective educator and the characteristics of and inter-relationships between educators and learners

3. Critically evaluate educational theories and their relationship to adult and professional learning

4. Examine the major internal and external factors that influence learning, including assessment and evaluation strategies and synthesise these in order to enhance teaching practice

5. Debate/examine the major aspects influencing the learning environment with particular reference to those affecting the practice learning environment

 

 

60-69

 

 

Merit

 

All learning outcomes/

assessment criteria have been met fully at a good or very good standard.

 

A good to very good response to the task.

The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

 

 

 

  • Good to very good understanding and exploration, some insight and/or thorough research.

  • Some capacity to undertake further research.

  • No significant inaccuracies, misunderstandings or errors

  • The specifications for the assessment task, including word limit where appropriate, have been adhered to.

  • The work is well organised, coherent and the standard of presentation, including any subject specific conventions (e.g. use of language, referencing where appropriate, is at least good.

  • Evidence of effective communication of work.

  • Ability to present structured, clear and concise arguments.

  • The work has been approached and/or executed/performed in a comprehensive and appropriate way with some degree of originality.

  • Appropriate contextualisation, including relevant theory/ literature/ artefacts/performance.

  • Evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

  • Evidence of high quality analysis, synthesis, reflection, evaluation and critical appraisal.

  • Good or at least competent problem solving skills – suggests alternative approaches.

  • Ability to address complex issues competently – explores established knowledge.

  • Good to very good understanding of the complexity of practice and makes sense of the situation in a meaningful way.

 


Price: £ 89

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