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Contemporary Issues in Teaching - EDU00005M

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  • Department: Education
  • Module co-ordinator: Prof. Paula Mountford
  • Credit value: 20 credits
  • Credit level: M
  • Academic year of delivery: 2024-25

Module summary

This module introduces students to a range of issues faced by beginning teachers in the early part of their careers. We focus on key areas pertinent to the skills, topics and issues that teachers need to critically engage with. Students have the opportunity to critically reflect upon these areas from a UK and international perspective.

Module will run

Occurrence Teaching period
A Semester 2 2024-25

Module aims

This module will explore some of the key issues in teaching facing beginning teachers in the early part of their career.

Module learning outcomes

Subject content

  • A critical understanding of government policy in the light of educational theory and reflections on teaching practice, with particular reference to: equity; pupil motivation and behaviour; and learning, assessment and target setting.
  • A critical understanding of the strengths and weaknesses of the structure and content of the national curriculum.
  • A critical understanding of practice in selected aspects of teaching, learning and assessment in curriculum areas.
  • A critical understanding of the nature of professional development with respect to teaching.

Academic and graduate skills

  • Able to critically analyse and communicate theoretical frameworks and research findings.
  • Aware of issues concerning the collection and interpretation of research data.
  • Able to identify relevant research literature.
  • Able to develop and make use of ICT skills.

Module content

Course outline

  • Beginning Teachers
  • Classroom Language
  • Teacher Satisfaction and Motivation
  • Learning Outside the Classroom
  • Discipline
  • Assessment
  • Pupil Wellbeing
  • Sexual Violence in Schools
  • Helping Troubled Pupils


Task Length % of module mark
N/A 100

Special assessment rules


Additional assessment information

Assessment - Information.

An essay of 3,500 words in length on a topic covered in the course or negotiated with the tutors.


Task Length % of module mark
N/A 100

Module feedback

Students will receive written feedback on their summative assessments. The feedback is returned to students in line with university policy. Please check the Guide to Assessment, Standards, Marking and Feedback for more information.

Indicative reading

Ellis, V. (Ed.). (2007). Learning and teaching in secondary schools (3rd ed.) Exeter: Learning Matters.
Johnston, J., Halocha, J., & Chater, M. (Eds.). (2007). Developing teaching skills in the primary school. Maidenhead: Open University Press.

Huddleston, P., Abbot, I., Brooks, V. (2012). Preparing to teaching in secondary schools: a student teacher's guide to professional issues in secondary education. Maidenhead. OUP

Muijs, D., Reynolds, D. (2010). Effective Teaching: evidence and practice. Thousand Oaks, CA. Sage Publications.

The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.