Summer 2019 - EDUC 252 D100
Introduction to Reflective Practice (4)
Class Number: 5381
Delivery Method: In Person
Provides opportunities for prospective educators to begin their development as reflective practitioners. Through readings, classroom activities and discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching. Time may be spent observing in a selection of educational settings, and there may be opportunities to work with learners individually, and in small and large groups. Students enrolled in or with credit for EDUC 401, 402, 403 or holding a teaching certificate may not take this course for credit.
This course proposes to explore reflective practice as a collective research program directed as much by structured course content as by the interests and responses of the participants. The intention is to balance the student's own speculation of how reflective practice might be defined with a selection of ideas and discussions that have formed its conceptual basis to date. Guided in-class exercises, assigned readings, and group and individual work will facilitate a clearer articulation of the student's interpretation of how reflective practice can be meaningfully incorporated into both learning and teaching.
COURSE-LEVEL EDUCATIONAL GOALS:
- Greater understanding of historical contexts leading to reflective practice as a formal approach to learning and teaching.
- Critical examination of the varying definitions and aspirations of reflective practice.
- Clear articulation of the student's own conception of what might constitute reflective practice, and how this might inform personal and educational development.
- Online Portfolio Response to 5 Modules 50%
- In-Class Group Projects and Presentations 25%
- Culminating Research Paper 25%
A detailed syllabus and explanation of grading criteria will be posted to Canvas at the beginning of the term. Much of this course is predicated on direct response to guided in-class exercises, and also meaningfully engaged discussion with peers. The culminating form of the portfolio and research paper is arrived at incrementally through engaged participation throughout the term, so attendance is particularly important.
Detailed instructions and support for a simple online portfolio will be provided – no web design experience necessary!
MATERIALS + SUPPLIES:
No specific materials required.
All assigned readings will either be available online or made available by the instructor.
A bibliography of recommended readings (outside of the assigned readings) will be made available by the instructor and supplemented by the class throughout the term.
SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.
Each student is responsible for his or her conduct as it affects the University community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS