| CODE | EPE5020 | ||||||||
| TITLE | The Professional Educator - Reflective Practice 1 | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Early Childhood and Primary Education | ||||||||
| DESCRIPTION | This study-unit delves into the development and role of the professional educator in Early Childhood Education and Care (ECEC), providing students with the critical tools needed to navigate the complexities of their profession as a pedagogical leader. It offers an in-depth exploration of the essential knowledge, values and skills required of ECEC pedagogical leaders and the evolving nature of their roles and responsibilities within the field. Key focus areas include reflective practice, personal and professional identity, and the nature of professional transitions. This study-unit will empower students to refine their roles as adaptable, resilient, reflective practitioners and pedagogical leaders. This reflective capacity will extend beyond the classroom, influencing personal growth and leadership skills. Educators will engage with models of reflection from leading theorists such as Sch枚n, Moon, and Gibbs to develop self-awareness and enhance their professional practice. They will reflect on several concepts and issues, including the integration and importance of personal and professional development, the importance of adaptability, flexibility, communicative skills, resilience and perseverance in their role as pedagogical leaders while examining the evolving nature of the ECEC educators鈥� role and responsibilities. The study-unit also addresses the personal and emotional demands placed on ECEC professionals. Emotional intelligence, resilience, and empathy are crucial for fostering positive relationships with children and families while maintaining a balanced and rewarding career. In particular, this unit highlights the significance of transitions from student-teacher to senior educator roles as pivotal moments for professional transformation and identity development. It examines national strategies, such as Malta鈥檚 National Education Strategy 2024鈥�2030, and how educators can navigate career transitions while maintaining well-being. Study-Unit Aims: This study-unit asks professional early years educators to break old habits and think critically and creatively about how they may develop or consolidate themselves as pedagogical leaders. Students will be asked to keep a reflective handwritten and/or digital journal to develop their professional thinking skills further. In this journal, students will be encouraged to think and participate reflectively and reflexively about pedagogical issues, including: - Critically analyse their professional identities and practices, continually refine their skills, and navigate the challenges and opportunities of a dynamic professional landscape in ECEC; - Analysing implications for thinking and individual journal keeping implied by different models of reflection; - Practising the skill of reflection individually and with colleagues; - Analysing implications of reflective practice and thinking reflexively about the impact of one鈥檚 behaviours and beliefs on the experience we offer children to learn; - Adopting an ethics of care pedagogy rather than simply being aware of ethical issues; - Analysing implications for practice of different child-centred pedagogies; - Awareness about life transitions in young children 0-7, accompanying professionals in early years settings, formal education, and how such transitions influence professional growth and child learning. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Summarise, compare and contrast the content of different models of reflection; - Summarise, compare and contrast the principles and values connected with different child-centred pedagogies; - Describe and synthesise the principles, values and strategies of one鈥檚 pedagogy; - Criticise the implications of one鈥檚 pedagogy for child development and learning; - Compare and contrast the principles and values connected with ethical practice versus ethics of care practice; - Identify and analyse the essential values, knowledge, skills and dispositions that define an ECEC professional, including adaptability, flexibility, communication, empathy, emotional intelligence, resilience, and a commitment to lifelong learning; - Examine the evolving nature of the ECEC educators鈥� role and responsibilities, considering the implications of professionalism and how it is shaped by changing educational, societal and policy contexts. 2. Skills: By the end of the study-unit the student will be able to: - Formulate one鈥檚 pedagogy and explain how this is drawn from one鈥檚 theoretical knowledge and practical experiences; - Discriminate between different models of reflection; - Maintain a handwritten and/or a digital reflective journal as reflective thinking; - Tool for the ongoing evolution of professional and pedagogical practice; - Analyse and differentiate between child-centred pedagogies; - Analyse and act to change one鈥檚 ongoing pedagogical development; - Discriminate between being ethical and weaving ethics of care principles and values as part of one鈥檚 pedagogy; - Communicate and collaborate with professional others, including colleagues and senior leadership teams, about pedagogical principles, values and ethical attitudes; - Demonstrate adaptability and flexibility in responding to the changing roles, responsibilities and challenges within the ECEC field while maintaining a professional and empathetic approach to working with children, families and colleagues; - Use self-regulation to manage stress, build resilience, and prevent burnout in challenging educational settings. Main Text/s and any supplementary readings: Main Texts: - Brock, A. (2014). The Early Years Reflective Practice Handbook. Taylor and Francis. - Hayes, C., Daly, J., Duncan, M., Gill, R. and Whitehouse, A. (2017). Developing as a Reflective Early Years Professional: A Thematic Approach. Critical Publishing. - Hostettler Sch盲rer, J. (2024). Professionalisation in early childhood education: How do educators craft their work? Early years, 44(3-4), 511-524. 10.1080/09575146.2023.2179023. - Lightfoot, S., & Frost, D. (2015). The professional identity of early years educators in England: Implications for a transformative approach to continuing professional development. Professional Development in Education, 2015, 41(2), 401-418. https://doi.org/10.1080/19415257.2014.989256. Supplementary Readings: - Gellel, A. M. (2018). Towards a symbol literacy approach in the education of children. International Journal of Children's Spirituality, 23(2). 109-121. - Gellel, A. M., Deguara, J., & Formosa, J. (2024). Supporting young children鈥檚 metaphorical engagement through a Symbol Literacy Approach. Journal of Early Childhood Research, 1476718X241231671. - Gellel, A. M., & Farrugia, K. (2024). Locating Spirituality at the Core of the Reggio Emilia Approach for Early Childhood Education. In Rouse, Hyde and Eude (eds.) Nurturing Young Children as Spiritual Beings in a Globalized World, (201-214), Bloomsberry. - Ministry for Education, Sport, Youth, Research and Innovation (MEYR, n.d.). Visioning the Future by Transforming Education: National Education Strategy 2024-2030. Government of Malta. https://education.gov.mt/wp-content/uploads/2023/12/NATIONAL-EDUCATION-BOOKLET-DEC-2023-2030.pdf. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Charmaine Bonello Rosienne Camilleri Josephine Deguara Amanda Maria Morales Lara M. Said |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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