Reflective Practice for Professional Development I - SPY00106M

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  • Department: Social Policy and Social Work
  • Module co-ordinator: Prof. Ellen Roberts
  • Credit value: 10 credits
  • Credit level: M
  • Academic year of delivery: 2019-20

Module occurrences

Occurrence Teaching cycle
A Spring Term 2019-20

Module aims

·         Identify and work on one particular aspect of your professional practice that you wish to improve

·         Develop understanding and skills that will equip you to become an effective learner in your future career

·         Develop the skill, in particular, of reflective practice, as this is a 'meta-skill' which will equip you to use a range of tools and approaches more effectively

Module learning outcomes

·         Understand the concept of reflective practice, and relate it to key theories of learning, adult learning and workplace learning

·         Reflect critically on your learning and development in the workplace

·         Use these reflections to help you develop and implement a plan to improve a specific aspect of your professional practice.

Assessment

Task Length % of module mark
Essay/coursework
Reflective Journal
N/A 100

Special assessment rules

None

Reassessment

Task Length % of module mark
Essay/coursework
Reflective Journal
N/A 100

Module feedback

The lead marker (the module tutor) will include comments about the content, structure, and evidence used etc. to provide you with constructive information that will enable you to improve on future work. The feedback a tutor can offer can be invaluable to your studies, so it is important you read this carefully

We aim to return your marked work to you within one month of its submission.

Feedback will be given in three ways:

(1) Comments within the actual text will highlight specific points and examples that the marker wants to draw to your attention.

(2) The marking criteria will be highlighted to show how your assignment has been rated against those criteria. This will enable you to calibrate your performance against a consistent scale, and therefore to aim to improve in specific areas.

(3) Finally the marker will provide a narrative summary in which the main points will be set out and any major areas for improvement highlighted.

Indicative reading

Cheetham, G. and Chivers, G. (2005) Professions, competence and informal learning,  Cheltenham, Edward Elgar

Hathaway, P. (1998) Giving and receiving  feedback: building effective communication, Lanham MD, Crisp Publications

Raelin, J. A. (2002) “I don’t have time to think!” versus the art of reflective practice, Reflections; Society for organisational Learning and the Massachusetts Institute of Technology, Vol. 4, No. 1. pp 66-74,

Reynolds, J. et al (2002) How do people learn? London,  CIPD, pp. 15-29



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.