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82 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION SEMESTER: COURSE CODE: EDSC 5270 COURSE TITLE: THE TEACHING OF SCIENCE NUMBER OF CREDITS: 10 COURSE DESCRIPTION: OBJECTIVES Teachers will: 1. apply understandings about science as a discipline; specifically, teachers will be given the opportunity to acquire insights about: (i) the distinction between science and other ‘ways of knowing’ (ii) the variety of intellectual abilities which may be of use in solving scientific problems and which could be regarded as possible sources of objectives in science lessons (iii) the general aims of science teaching, classified as: • science as a body of knowledge • science as process • science in its social context with particular reference to Trinidad and Tobago. (iv) the rigorous management and use of the laboratory and its resources. 2. apply general educational principles through the teaching of science; specifically, students will be helped to acquire skills related to the following: • Defining objectives for teaching and learning • Designing/selecting learning activities • Using resource materials, equipment, and teaching aids • Mastering the specific elements of a teaching repertoire • Applying measurement and evaluation techniques • Teaching for concept development • Curriculum development • Reflecting on practice 3. develop and manifest favourable attitudes to: • The learners’ science, technology, and science teaching self-development. CONTENT • Nature of science and scientific inquiry • Nature of technology and its relationship to science • Science education as part of general education • Science and technology in context • Environmental issues • Psychology for teaching and learning in science education • Teaching strategies and techniques for science education • Planning for teaching and learning in science education • Laboratory and classroom management • Feedback and assessment: Purposes and strategies • Evaluation of materials and resources • Communication in science education REFERENCES Kempa, R. (1986). assessment in science. Cambridge, MA: CUP. (Cambridge Science Education Series) Sands, M. K., & Hull, R. (1985). Teaching science. A teaching skills workbook. London: Macmillan. SEMESTER: COURSE CODE: EDSS 5280 COURSE TITLE: THE TEACHING OF SOCIAL STUDIES NUMBER OF CREDITS: 10 COURSE DESCRIPTION: OBJECTIVES Teachers will: 1. demonstrate knowledge of the important concepts which make up their social science discipline; 2. indicate familiarity with concepts from other social science disciplines on which his particular subject area is dependent; 3. develop social studies programmes by integrating concepts from the social sciences; 4. show that they are conversant with methods used by scholars or experts in the subject area; 5. state general aims in education which the schools seek to attain; 6. state in the cognitive, affective, and psychomotor domains, general course objectives which are geared towards the attainment of the general aims. These general objectives will take into account: • Knowledge - a body of concepts, principles, generalisations • Intellectual skills • Attitudes and values • Sensitivity and feelings • Social skills 7. state behaviourally, at the instructional level, some cognitive and affective objectives which will help to achieve the general course or subject objectives; 8. select and organise along the lines of continuity, sequence, and integration, suitable content which pupils should study to achieve the instructional objectives; 9. choose a variety of appropriate learning experiences and materials for use by students to study the content; 10. acquire and use diverse teaching strategies in order to achieve their Objectives; 11. devise and use various methods or techniques of evaluation. CONTENT • The nature,purpose,and methodology of each of the social science disciplines • Planning for learning and teaching • Implementing learning-teaching processes and outcomes including: i. Observation by the teacher of individuals, small groups, and classes in many situations ii. Library work iii. Conference or interviews with students iv. Self-evaluation by students v. Logs and diaries kept by individuals vi. Teacher-made tests vii. Standardised tests viii. Observation of creative work by students ix. Sociometric methods such as role-playing x. Talk with parents xi. Checklists xii. Essays
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION REFERENCES (Geography) Fien, J.; Gerber, R.; & Wilson, P. (Eds.). (1989). The geography teacher’s guide to the classroom (2 nd ed.). Melbourne, Australia: Macmillan. Graves, N. J. (Ed.). (1982). New Unesco source book for geography teaching. London: Longman. (Business Studies) Swanson, R. M., Ross, K. E., & Hanson, R. D. (1984). Accounting: Learning and instruction. Cincinnati, Ohio: South-Western. (Economics) Dufour, B. (Ed.) (1982). New movements in the social sciences and humanities. London: Maurice, Temple Smith. Whitehead, D. (Ed.). (1996). Economics education: A second handbook for economics teachers. London: Heinemann. (History) Campbell, C. (1992). Colony and nation: A short history of education in Trinidad and Tobago 1834-1986. Kingston, Jamaica: Ian Randle. Carr, E. H. (1987). What is history? (2 nd ed.). London: Penguin. Fines, J. (1983). Teaching history. Edinburgh: Holmes McDougall Portal, C. (Ed.). (1987). The history curriculum for teachers. London: Falmer. SEMESTER: COURSE CODE: EDEA 5290 COURSE TITLE: SPECIALTY IN EDUCATIONAL ADMINISTRATION NUMBER OF CREDITS: 10 COURSE DESCRIPTION: OBJECTIVES Teachers will 1. understand the basic principles and concepts of organisational and administration theory; 2. understand the social and educational contexts in which their schools and departments operate; 3. relate the theory in (1) above to the total educational system and its subsystems in (2) above; 4. apply knowledge and skills learnt to their administrative functions and to organisation building generally; 5. be self-critical of their professional development as administrators. CONTENT A. Policy Formulation/Analysis • The development and examination of members’ own philosophy of education. An analysis of the philosophy of education as put forward in official documents • The development of philosophy tailored to meet the needs of a particular type of school and its clientele • The development of model, contrary, borderline, and invented cases of schools adopting philosophies spelt out above • The formation of a school policy for the model case above B. Organisation and Job Designs • The development of a design for school organisation structures to carry out model school policy • Examination of processes, tasks, and technologies related to the Delivery of quality service in ‘model’ school • Role designs for personnel in ‘model’ school. C. Curriculum Administration • Development and examination of designs for school curriculum • Analysis of philosophies/models of teaching and styles of learning • Administration, supervision, and evaluation of curriculum and instruction NOTE: Students will be engaged in a mentoring programme with curriculum tutors. This will require attendance at some curriculum sessions other than Educational Administration. (August and Field Days - September - December) D. Administrative Styles/Behaviours • Self-examination - personality types, needs, etc. • Examination of administrative /management / leadership styles in respect of ‘model’ school, curriculum (technology/process) designs E. Organisation Development • Development of action research skills • Building organisation development skills • Diagnosis - Intervention - Implementation - Evaluation - Feedback F. Case Studies Cases will be examined and opportunities given for application of problem-solving skills and role-playing. Cases will be chosen from among events/activities reflecting the following topics: • The Role of the Principal (and other school administrators) Internal Considerations • Absenteeism and other staff problems • Professional development of staff • Staff meetings • Time-tabling • Democracy in school • Extra-curricular activities • Rules and regulations (formalism) • Discipline and punishment • Internal examinations • Streaming (tracking, setting) • Pastoral care 83
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