Faculty of Humanities and Education (Postgraduate) - The University ...

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POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
YEAR:
SEMESTER:
COURSE CODE: EDSC 6005
COURSE TITLE: LEADERSHIP IN SCIENCE EDUCATION
NUMBER OF CREDITS: 4
COURSE DESCRIPTION:
Rationale
Modern approaches to the development of school science
curricula put students at the centre of the teaching/learning
process, and they emphasize the learning of science though
methods such as inquiry-based and problem-based learning.
These new trends require a new thinking and the development
of new skills on the part of many science teachers. There is a
clear need, then, for science teachers to be equipped to function
as change agents and instructional leaders and to coordinate
the curricular activities of science departments in schools. This
course seeks to empower science teachers to take leadership
roles in designing and/or modifying curricula in line with current
perspectives in science education. Science teachers will also
learn to develop plans for supporting and mentoring beginning
science teachers in an environment that is collaborative and
collegial.
OBJECTIVES
At the end of this course, participants will:
• have the disposition to access, critically review,
and disseminate information pertaining to current
developments in the field of science and science
education
• be able to function as leaders in the design, development,
and implementation of inquiry-based and problem-based
science curricula, units, and lessons
• function as reflective practitioners
• appreciate the need for continuous professional
development
• be able to organise mentoring plans for the science
department
• be able to create environments that are conducive to
collaboration in the teaching and learning of science
CONTENT
• Basic principles and procedures for curriculum design and
implementation
• Science standards (aims, goals of science teaching
in relation to goals of science education)
• Innovative approaches in teaching and learning science
(e.g., inquiry-based and problem-based approaches)
• Managing change
• Perspectives on leadership and related theories
• Designing mentoring plans
• Teacher as reflective practitioner
• Classroom observation (including pre and
post conferences, etc.)
• Collaborative approaches in the teaching/learning of
science (peer coaching, team teaching, etc.)
MAJOR COMPETENCIES TO BE DEVELOPED
• Curriculum planning skills
• Leadership skills
• Mentoring skills
• Independent and collaborative problem solving.
ASSESSMENT
• Examination (3 hours) 60%
• Course work 40%
RECOMMENDED READING
Caillods, F., Gottelmann-Duret, G., & Lewin, K. (1997). Science
education and development: Planning and policy issues at
the secondary level. Paris: UNESCO.
Davies, B., & Ellison, L. (1999). School leadership for the 21 st
century: A competency and knowledge approach. London:
Routledge.
Dillon, J. (2000). Managing student teachers’ development.
In R. Millar, J. Leach, & J. Osborne (Eds.), Improving science
education: The contribution of research (pp. 94-109).
Buckingham: Open University Press.
Gilbert, L. (2005). What helps beginning teachers? Educational
Leadership, 62(8), 36-39.
Howe, A. C., & Stubbs, H. S. (2003). From science teacher to teacher
leader: Leadership development as meaning making in a
community of practice. Science Education, 87(2), 281-297.
Scherer, M. (Ed.). (1999). A better beginning: Supporting and
mentoring new teachers. Alexandria, VA: Association for
Supervision and Curriculum Development.
Shank, M. J. (2005). Common space, common time, common
work. Educational Leadership, 62(8), 16-1
YEAR:
SEMESTER:
COURSE CODE: EDRS 6203
COURSE TITLE: GRADUATE RESEARCH SEMINARS
NUMBER OF CREDITS: PASS/FAIL
Each Master student is required to present the proposal for
his/her research project to fellow students and academic
staff members at a Graduate Research Seminar. The student is
provided with feedback by way of questions and comments.
The intention is to provide a forum in which the student could
articulate his/her plans for research and also receive suggestions
and comments about such plans.
Students are expected to attend at least 75% of the seminars
over the two-year period during which the Master Programme
is offered.