Dr Angella Cooze

• Exploring students’ perceptions of multilingual identity using metalinguistic reflection and autobiographical narratives: A Welsh medium case study. (current)

  PhD

  Other supervisor: Dr Hannah Sams

  Other supervisor: Dr Hannah Sams

• A critical exploration of sources of teachers ' self efficacy in vocabulary instruction (current)

  PhD

  Other supervisor: Dr Michelle Brinn

• WHAT ARE THE CHALLENGES OF IMPLEMENTING SUSTAINABLE INCLUSIVE EDUCATION IN WEST AFRICA (USING LAGOS IN NIGERIA AS CASE STUDY)? (current)

  PhD

  Other supervisor: Prof Janet Goodall

• Family Engagement with the Additional Learning Needs/Special Education Needs system in Wales-A father`s role (current)

  PhD

  Other supervisor: Prof Janet Goodall

• An exploration of Schools as Learning Organisations as a catalyst for School and System Change (awarded 2022)

  PhD

  Other supervisor: Prof Alma Harris

  Other supervisor: Prof Michelle Jones

• ED-M08 Exploring Pedagogies

  This module explores multiple perspectives and international debates around the pedagogical principles which underpin effective learning and teaching within different education settings and contexts. Students will critically evaluate theories of learning and will examine the pedagogical approaches considered to be the most effective to achieve a broad range of learner outcomes. The module is designed to enable students to extend, deepen, evaluate and apply their knowledge of pedagogical theory and research to their own professional settings and contexts. The module will enable students to develop ethically informed approaches to pedagogical practice and it will support their enquiry into various forms of pedagogical practice. This module will explore key debates and international research in the field of pedagogy. It is targeted at education professionals. The module will encourage students to critically appraise their own pedagogical practices and their approaches to teaching and learning.

• EDPM30A Research Informed Reflective Practice: English

  This module develops student teachers as Research-informed reflective practitioners through a range of learning experiences designed to enhance the critical awareness that new entrants to the teaching profession will need to refine their teaching, influence their pupils and ensure they advance in their learning (Welsh Government circular 001/2018). Learning to teach involves drawing upon several different sources of professional knowledge; intellectually based knowledge (learning `about¿ teaching) knowledge gained through `indirect¿ practice, the knowledge of expert practitioners, integrated knowledge (learning `through¿ teaching) and personal knowledge (Furlong 2015; EWC 2023). Student teachers will develop an understanding of, and ability to employ, effective strategies for teaching and learning in their subject area and Area of Learning Experience (AoLE). Taught sessions will focus on the application of subject knowledge to support an understanding of pedagogy and curriculum design to promote the four purposes of Education as outlined in the new curriculum (Donaldson, 2015). Student teachers will address issues relevant to the wider context of the 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 anti-racist Wales action plan, the Additional Learning Needs Code and an understanding of the Curriculum Cymreig and Welsh language requirements. They will also develop and consolidate teaching strategies to ensure they are appropriate to their subject area/AoLE with a strong focus on lesson and unit planning, taking into account those issues which impact on planning for effective teaching and learning in their subject. Student teachers will develop an awareness and understanding of research skills and research literacy that will help them throughout their professional career and continuously develop their approaches to learning and teaching to maximise the impact on learner outcomes. Student teachers will examine research literature and explore their own practice through the implementation of a close to practice research project to systematically develop their professional practice and respond creatively to the needs of all pupils. In doing so they will develop their reflective skills which will ensure that they are engaged with up-to-date evidence and the skills of research inquiry.

• EDPM30AW Ymarfer Myfyriol wedi ei lywio gan Ymchwil: Saesneg

  Mae'r modiwl hwn yn datblygu athrawon dan hyfforddiant fel ymarferwyr myfyriol sy¿n wybodus o ran ymchwil trwy ddarparu ystod o brofiadau dysgu sydd â¿r nod o wella'r ymwybyddiaeth feirniadol y bydd ei hangen ar newydd-ddyfodiaid i'r proffesiwn addysgu er mwyn mireinio eu haddysgu, dylanwadu ar eu disgyblion a sicrhau eu bod yn gwneud cynnydd yn eu dysgu (cylchlythyr Llywodraeth Cymru 001/2018). Mae dysgu i addysgu yn seiliedig ar sawl ffynhonnell wahanol o wybodaeth broffesiynol; gwybodaeth ddeallusol (dysgu 'am' addysgu), gwybodaeth sy'n deillio o ymarfer 'anuniongyrchol', gwybodaeth ymarferwyr arbenigol, gwybodaeth integredig (dysgu 'trwy' addysgu) a gwybodaeth bersonol (Furlong 2015; CGA 2023). Bydd athrawon dan hyfforddiant yn dechrau deall, a gallu defnyddio, strategaethau effeithiol ar gyfer addysgu a dysgu yn eu maes pwnc a'u Maes Dysgu a Phrofiad (MDPh). Bydd sesiynau a addysgir yn canolbwyntio ar ddefnyddio gwybodaeth am bwnc i helpu i ddeall addysgeg a chynllun y cwricwlwm er mwyn hyrwyddo pedwar diben Addysg sydd wedi'u hamlinellu yn y cwricwlwm newydd (Donaldson, 2015). Bydd athrawon dan hyfforddiant yn mynd i'r afael â materion sy'n berthnasol i gyd-destun ehangach polisi Llywodraeth Cymru ar y cwricwlwm a'r Fframweithiau Cenedlaethol ar gyfer Llythrennedd, Rhifedd a Chymhwysedd Digidol. Bydd y modiwl yn sicrhau bod myfyrwyr yn datblygu dealltwriaeth o ddeddfwriaeth bresennol, gan gynnwys dealltwriaeth o Gynllun Gweithredu Cymru Wrth-hiliol, y Cod Anghenion Dysgu Ychwanegol, a dealltwriaeth o ofynion y Cwricwlwm Cymreig a'r Gymraeg. Hefyd, byddant yn datblygu ac yn atgyfnerthu strategaethau addysgu i sicrhau eu bod yn briodol i'w maes pwnc/MDPh gyda phwyslais cadarn ar gynllunio gwersi ac unedau, gan ystyried y materion sy'n effeithio ar gynllunio ar gyfer addysgu a dysgu effeithiol yn eu pwnc. Bydd athrawon dan hyfforddiant yn datblygu ymwybyddiaeth a dealltwriaeth o sgiliau ymchwil a llythrennedd ymchwil a fydd o gymorth iddynt drwy gydol eu gyrfa broffesiynol, a byddant yn datblygu eu dulliau dysgu ac addysgu yn barhaus er mwyn sicrhau eu bod yn cael yr effaith fwyaf ar ddeilliannau dysgwyr. Bydd athrawon dan hyfforddiant yn archwilio llenyddiaeth ymchwil ac yn archwilio eu hymarfer eu hunain trwy gyflwyno prosiect ymchwil agos at ymarfer er mwyn datblygu eu hymarfer proffesiynol mewn ffordd systematig ac ymateb yn greadigol i anghenion pob disgybl. Wrth wneud hynny, byddant yn datblygu eu sgiliau myfyriol a fydd yn sicrhau eu bod yn ymgysylltu â'r dystiolaeth ddiweddaraf a sgiliau ymchwil.

• EDQ300 Study Group: Education (Year 3)

  2 hour weekly Study Group for Education students (Year 3)

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