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PGCE assignment, Critical Thinking, Critical Incident Analysis
Subject: Pedagogy and professional development
Age range: Age not applicable
Resource type: Assessment and revision
Last updated
15 February 2020
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- This is my PGCE assignment, Critical Thinking, Critical Incident Analysis for achieving PGCE in Primary. It was a successful submission and it has Harvard Referencing at the end as well.
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PGCE Primary (Full Time)
Why study this course.
Our highly respected PGCE primary course is designed with more than 120 days spent on placement in a school or setting.
Placements are across two different schools/settings, which will enable you to make links between theory and practice.
BGU has 160 years of experience in education and upholds an excellent and long-standing national reputation within the field.
Our academic modules are designed to complement your time spent on placement and are designed to best prepare you for a career in teaching.
Course summary
This PGCE course prepares you to teach children in either the 3 to 7 age range or 5-11 age phase. It is a very practical course with around two thirds of the time spent on placement in schools or Early Years settings, and around one third spent engaging in partnership training with the university. This route provides you with the skills to teach your chosen age range, integrating theory and practice and combining study at either postgraduate or professional level alongside practical training to enable you to meet the Teachers’ Standards by the end of the course. Our ITE Curriculum is underpinned by the Initial Teacher Training Core Content Framework to ensure you are well prepared to teach during your placements and to prepare you for your future career in the classroom.
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- Course detail
Entry requirements
What you will study.
- How you're taught
- Careers & Further Study
- What our students say
- Fees & Funding
Apply for this course
When you're ready to apply, the route you take will depend on your personal circumstances and preferred method of study. Click the relevant button below to start your application journey.
About this course
This full-time, one-year course includes time spent on placement in schools or Early Years settings, and sessions at the university with a strong focus on integrating theory and practice. At least 120 days will be based in a placement school or setting. Placements are carefully structured to ensure the gradual development of your confidence as an effective teacher through building up experiences working with university-based mentors and school/setting-based mentors. It is an integrated academic and professional preparation for teaching, combining study at either postgraduate or professional level with practical training to meet the Teachers’ Standards by the end of the course. The goal is that you should become a reflective practitioner – a teacher who thinks about their experiences and learns from them in order to improve their practice.
The focus of this course is on teaching and learning to support children, and on the importance of your professional role. You will carry out a series of study tasks which link theory to practice and provide a focus for reflection. You will be supported in your learning by university tutors, school/setting-based mentors and your peers. Practical teaching is introduced gradually, allowing you to build confidence and skills in a structured way.
There is a strong emphasis on linking theory and practice, with the academic modules supporting you in developing your practice. All placements form an integral part of the course, leading to a recommendation for Qualified Teacher Status (QTS) by the end of your training. At Bishop Grosseteste University, our PGCE programme is underpinned by an ambitious curriculum, carefully sequenced to provide you with the knowledge and skills for you to be successful in your training. There are also opportunities for enrichment experiences to develop your breadth of experience in different schools and settings.
Our Ofsted Report (2016) found that high-quality training, provided through an effective partnership between the university and schools/settings, ‘ensures that teachers trained by the university present as confident and effective practitioners, who are valued by their employing schools’.
Students on this course currently study some or all of the following modules:
- Course modules
This module will enable you to undertake meaningful reflection of your experiences, enabling the development of professional and subject knowledge. You will use critical incident analysis models and develop your understanding of theories of learning and reflective practice.
This module provides opportunities for you to undertake professional small-scale research in order to develop an understanding of educational theory and current issues in teaching practice.
You will normally need:
- GCSEs at grade 4 (previously C) or above (or equivalent) in English Language, Mathematics and a Science. Please see our list of accepted equivalents .
- An honours degree at a 2:2 classification or above (Where the degree result is to be awarded in the year of application, we will require a predicted degree classification as part of an academic reference provided on the application)
- Experience – please see information below
- Declaration of Health
- DBS (formerly the CRB) Enhanced Disclosure
When shortlisting for an interview, we will consider the following aspects of your qualifications:
- GCSE grades (or equivalents) and relevance of subjects
- A Level grades (or equivalents) and relevance of subjects
- Degree Class and relevance of content
- Additional relevant qualifications
You must be able to evidence successful completion of your GCSE qualifications before your enrolment onto the course. Please see our list of accepted equivalents .
Experience in a relevant setting is useful as it will help you to make sure that you are aware of the role of a teacher in the twenty-first century. The course is intensive and demanding and you need to be aware of what a career in the teaching profession entails.
We encourage you to gain some experience in schools as this is a good starting point for you to gain an interview for the Primary PGCE, but experience is not a requirement for applying or obtaining an interview.
Disclosure Barring Service (DBS) – formerly the CRB and Health
In addition, you will be required to obtain a satisfactory Declaration of Health Form, or if required, a medical examination. In addition, all students will need to pay for an Enhanced Disclosure from the Disclosure and Barring Service (DBS) (formerly the Criminal Records Bureau (CRB)). A successful Enhanced Disclosure is required before commencing the course.
If you have any questions about the entry requirements for this course, please contact our Enquiries team for advice on +44 (0) 1522 583658 or email [email protected] .
Further information
Click here for important information about this course including additional costs, resources and key policies.
In accordance with University conditions, students are entitled to apply for Recognition of Prior Learning , RP(C)L, based on relevant credit at another HE institution or credit Awarded for Experiential Learning, (RP(E)L).
How you will be taught
The course will include lectures, seminars, practical workshops, independent study, tutorials, school/setting-based training. The university-based sessions are very much a starting point for the training undertaken in schools and settings, through observation and working alongside mentors.
Placements:
Throughout the course, students will have the opportunity to learn from experts during time on school/setting placements, in addition to Intensive Training and Practice (ITaP) experiences. At the end of the programme, there will be a summative assessment leading to a recommendation of Qualified Teacher Status (QTS). Students will be supported during each placement by a school-based mentor, who will in turn be supported by a university-based mentor.
Academic staff
- Hannah Wells
- Paul Brenham-Foster
- Ruth Pearson
- Dr Elizabeth Farrar
- Dr Mark Larrad
- Sophie Longney
- Emma Edwards
We offer a mix of lectures, seminars, tutorials, practical workshops, independent study and school/setting-based training. Assessments include written assignments that support your analysis and reflection of theory and practice.
Careers & Further study
The teaching profession has a well-structured career pathway which moves progressively from initial teacher training (ITT) through to Early Career Teacher (ECT) status. On passing your induction, your career can develop with opportunities to work towards NPQs (National Professional Qualifications), or progress towards leadership positions, such as Deputy Head teacher, and perhaps a Headteacher. Alternatively, you may decide to focus on other roles within school, such as SEND Co-ordinator, or perhaps further develop your postgraduate studies to a full Masters degree.
What Our Students Say
Discover what life is like at Bishop Grosseteste University from our students.
Staff and students work together in a friendly and supportive atmosphere, as part of an intimate campus community. You will know every member of staff personally and feel confident in approaching them for help and advice and staff members will also recognise you, not just by sight, but as an individual with unique interests and talents. We are here to support you, personally and academically, from induction to graduation.
Fees & Finance
A lot of student finance information is available from numerous sources, but it is sometimes confusing and contradictory. That’s why at BGU we try to give you all the information and support we can to help to throughout the process. Our Student Advice team are experts in helping you sort out the funding arrangements for your studies, offering a range of services to guide you through all aspects of student finance step by step.
Click here to find information about fees, loans and support which will help to make the whole process a little easier to understand.
For all applicants, there are full instructions here to make it as easy as possible for you to fill in your online application , plus help text where appropriate.
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COMMENTS
Critical incident analysis is a pedagogical theory developed by Tripp (1993), whose analytical approaches allow reflection on teaching situations - 'the critical incident' - so that teachers can develop their professional judgments and practices. This article examines the concept of critical incident analysis through a teaching ...
Master's Level study in the PGCE programme comprises two assignments each contributing 30 credits; these are professionally focused and are taught by blog co-author Dr Jonathan Doherty. ... This assignment uses reflection and critical incident theory to support meeting a specific need for a child. Becoming an effective teacher involves ...
Subject: Pedagogy and professional development. Age range: Age not applicable. Resource type: Assessment and revision. File previews. docx, 44.08 KB. This is my PGCE assignment, Critical Thinking, Critical Incident Analysis for achieving PGCE in Primary. It was a successful submission and it has Harvard Referencing at the end as well.
The PGCE is a recognised academic qualification which carries 60 credits at Master's level (one third of a Masters degree). These credits are usually broken down into two or three separate assignments, typically totalling 12,000 words. They are generally scheduled after half terms, so you have a chunk of time to work on them.
re ec on and analysis of one's own teaching prac ce. Cri cal incident analysis. is a pedagogical theory developed by Tripp (1993), whose analy cal approaches. allow re ec on on teaching situa ...
Reflection On A Critical Incident In PGCE. The way in which we reflect upon a situation, shaped by the interpretation of a significant event is defined as a critical incident (Tripp, 2011). Reflecting has been crucial within my first two phases of PGCE as I have been able to value experiences and make judgements to improve further.
The PGCE Secondary assignments are: Module PSEC3000 Meeting the Teachers' Standards PSEC3002/4002 Developing teaching and learning (30 credits) ... Identifying a critical friend to read assignments is always a good idea. Before assignment submission deadlines writing retreats are held at the Hive or on-line. These are
Whilst the critical incident focussed on VA as an EAL pupil, the reflective process has also made me question my own practice in response to other learners in that lesson. Looking at our own assumptions and enquiring into our own daily practice as teachers is important in uncovering approaches that may not best suit professional application in ...
The nature of critical incidents. Acritical incident is an unplanned and unanticipated event that occurs during a lesson and that serves to trigger insights about some aspect of teaching and learning. Critical incident analysis in teaching involves the documentation and analysis of teaching incidents in order to learn from them and improve ...
This PGCE course prepares you to teach children in either the 3 to 7 age range or 5-11 age phase. It is a very practical course with around two thirds of the time spent on placement in schools or Early Years settings, and around one third spent engaging in partnership training with the university. This route provides you with the skills to ...
The purpose of employing the critical incident technique was to allow the US student teachers to reflect critically on successful and unsuccessful intercultural interactions in an effort to identify cultural assumptions about teaching young children. The approach was used not only to make assumptions visible, but also to make conceptual and ...
Treat reflection as a deconstruction or reverse engineering. Figure 4. The final hurdle is critical analysis. Not to be confused with being critical or criticising, critical analysis digs deep into experience and asks those open questions - "Having References • Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher.
The critical incident technique identified ethnorelative reflection about cultural assumptions for some of the student teachers, while it exposed surface-level ethnocentric reflections about cultural assumptions for others. For example, six of the ten student teachers developed critical incidents that were integrative, while four continued to ...
Section One: A proposed lesson sequence (about 250 words) Start by selecting a topic which you are planning to teach. Present your initial ideas for this topic as the opening section of your assignment. It is not necessary to produce lesson plans in this section or a formal scheme of work.
Critical incident can be defined as having assumptions and making instant decisions when people encounter with some specific, unplanned and unexpected situations. On the other hand, critical incidents are unexpected and unplanned events in the classrooms that most teachers can face. In the literature, it is possible to find several definitions and
Struggling with my first PGCE assignment. PGCE & ITT. We've got our first submission deadline for December and it's on a critical incident analysis. I've chosen my topic but I'm finding it SO hard to find sources to back my arguments up. I'm so afraid of getting it wrong and as a School Direct student I'm finding it almost impossible to balance ...
Example Critical Incident Reflections Critical incidents McAteer et al (2010, p.107) suggest that a 'critical incident is one that challenges your own assumptions or makes you think differently '.They provide the following helpful prompts to guide reflection on critical incidents: • What happened, where and when? Give a brief history of the incident.
PGCE Assignment 2 (Af L) Assignment 1 - Grade: a+; English-level-test-pre-intermediate-a2 pdf; IFRS 13 - Q and A - IFRS 13 Q&A; CORE Practical Write-Up Beetroot; Related Studylists ... there needs to be more of this where you created a critical discussion between different points of view. Additionally, some paragraphs would have benefited from ...
R2009 D11266208 Assignment PGCE 2021; Feedback Level 7 - Outstanding teacher; Related documents. Interview Guidance Notes; PCET service - PGCE notes ... Preview text. Final assignment (Critical evaluation of how different learning theories influence curriculum design and assessment) R2108D DINA KHALED Critical evaluation of how different ...
a 'critical incident is one that challenges your own assumptions or makes you . think differently'. Source: McAteer, M., Hallett and F. Murtagh, L. (2010) Achieving your Masters in Teaching and Learning. Exeter: Learning Matters. Here are some prompts for you to reflect on a "Critical Incident": What happened, where, and when?
For example, throughout the process of writing about a critical incident in her life as an academic endeavour, Lee (Citation 2019, 7) was concerned about the ethical implications of telling this story for the following reason: 'As the narrative took shape on the page and inevitably included reference to others, ...
Download. Assignment, Pages 12 (2921 words) Views. 7724. In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory.
Assignment. Introduction. The Module 3 assignment invites you to think critically about the relationship between classroom planning and teaching. We would like you to write about 3000 words on ways in which you could improve and develop the teaching of a lesson sequence in your own classroom. Section 1: A proposed lesson sequence (about 250 words)
A woman and a man are in critical condition after the man shot her several times before turning the gun on himself, according to Converse police. The incident occurred at 10 p.m. Thursday in the ...