Mr Sion Owen

Research Highlights

All Research

• EDP301 Professional Practice and Placement

  The Professional Practice and Placement module is designed to enable student teachers to achieve the Professional Standards for Teaching and Leadership at Qualified Teacher Status (QTS) level. The module is based on a model of clinical practice. Clinical practice in teacher education requires student teachers to make connections between theory, research and practice in order to identify and embed effective pedagogical practices. This is achieved through high quality, integrated support from university tutors and school mentors throughout all placement experiences (Yendol-Hoppey and Hoppey, 2018; Harris et al, 2020). Therefore this module supports student teachers to make meaningful connections between the academic and practical elements of teaching; exploring theory and practice in ways that directly inform professional understanding and knowledge and classroom practice. As well as classroom based placement activity at an individual level, the module provides opportunities for discussion and reflection through micro-teaching, team teaching, exploration of professional problem-based scenarios and structured reflective conversation. All of these opportunities allow student teachers to build, develop and share their professional knowledge with peers and mentors. The module is primarily school based, and comprises two block-teaching placements; as well as 10 co-constructed and co-delivered Practice and Theory (PAT) days, which allow student teachers to make clear connections between theory and classroom practice, and to share experiences across their networks. The module also provides student teachers with opportunities to deepen their understanding of how children and adolescents learn, and to experience alternative educational settings (such as education departments in museums/scientific centres/ outdoor educational venues; early years settings; special schools and pupil referral units). The principles of planning, teaching and assessment across a broad and balanced curriculum will be explored in the specific placement school context. In addition, the module provides practical opportunity to explore the complex nature of the physical, emotional and cognitive learning environment, and student teachers will consider how to meet the needs of a diverse range of learners. Over the module student teachers will develop the skills and understanding needed to manage learners, resources and the environment. Student teachers will have opportunities to establish professional working relationships with other adults such as parents, mentors, learning support staff and multidisciplinary professionals.

• EDPM31 Exploring Pedagogy, Curriculum and Assessment in the Primary School

  This module develops student teacher¿s understanding of and ability to employ effective strategies for teaching, learning and assessment across the primary age phase. The module will explore how children and adolescents learn, and what factors support and hinder effective learning. Student teachers will also explore the evidence-base around the characteristics of `good¿ teaching and the importance of establishing supportive learning environments. Taught sessions will focus on the application of subject and phase-related knowledge to support an understanding of pedagogy. Student teachers will develop an understanding of the importance of providing a broad and balanced curriculum suitable for meeting the diverse needs of the pupils they teach. Student teachers will examine issues relevant to the wider context of Welsh Government policy on the curriculum and the national frameworks for Literacy, Numeracy and Digital Competence. The module will ensure that students gain an understanding of current legislation, including an understanding of the underpinning four purposes of the curriculum, and Curriculum Cymreig, ESDGC, religious education, Children¿s Rights and the Welsh language. Students will learn about the importance of critical reflection and reflective practice for professional development and school improvement by considering, applying and critiquing reflective models such as Schön and Brookfield. They will apply this critical reflection to their own professional practice, reflecting on their teaching and assessment strategies to ensure they are appropriate in supporting effective learning.

• EDPM32 The Research-informed Reflective Practitioner

  The vision of the Swansea University Schools¿ Partnership is to enable student teachers to become `research-informed, reflective practitioners¿. This module supports student teachers achieve this vision through offering opportunities to develop and extend research literacy and reflective skills and dispositions, and their knowledge and understanding of classroom research and enquiry. This module therefore offers a range of learning experiences designed to enhance student teacher¿s critical awareness of educational research, so that they can refine their teaching, influence their pupils and ensure they make progress with their pedagogical skills and knowledge (Welsh Government circular, 001/2018). Throughout the module, student teachers will develop an awareness and understanding of research skills and research literacy that will help them throughout their professional career. This will systematically develop their professional practice and allow them to respond creatively to the needs of all pupils in their classrooms. Within their chosen age phase, student teachers will select an appropriate focus for enquiry. They will critically examine the existing evidence base in this area, and use this to plan a project to explore their own practice through the implementation of a small-scale close to practice enquiry. In doing so they will also have the opportunity to reflect critically on their own practice, and where appropriate make changes and refinements to this practice based on their enquiry. They will share their findings with peers and Partnership colleagues during the programme, for example at the annual PGCE Research conference, or via the department¿s website and `Research into Practice¿ Centre.

• GEC269 Cyfathrebu Gwyddoniaeth

  This module introduces students to the subject of Science Communication. Students will learn how to communicate complex science and social science concepts to different audiences using a variety of techniques. Each session of the course will focus onto different modes of communication and will include theoretical and practical components. Examples of sessions include: - Personal communication styles and performance training. - Press releases and print media - Critical thinking and agendas - Audible media - Visual media - Science communication and outreach - Social Media and Blogs