EDUC 252 - Introduction to Reflective Practice

Education 252 provides opportunities for prospective teachers to begin their development as reflective practitioners. Through readings, classroom activities, discussions, and interactions with students and practicing teachers, students will be exposed to various educational issues and questions. They will be given time to explore their own values and beliefs about education and teaching.


Credits: 4


Hours: 75 (Lecture Hours: 60; Practicum Hours: 15)


Total Weeks: 15





Non-Course Prerequisites:
BC Solicitor General Schedule Type "B" Criminal Record Check WORKS WITH: Children & Vulnerable Adults; see Additional Course Comments for details.




Course Content:
Building a Caring Classroom Community
-What does a caring classroom community look like?
-Why is community important to learning?
-What does it mean to be reflective?
Looking Back
-What were my school experiences like?
-How do my memories influence what I think about schools, teaching, and learning?
Values and Beliefs
-What do I believe about teaching and learning?
-Who am I?
-What do I bring to teaching?
-What makes a “good” teacher?
IRPs and Initial Strategies for Pedagogical Practice
-What is an IRP?
-How do I use it?
-Learning Patterns
-Teaching Strategies and Lesson Planning
Theory and Related Educational Issues
-The Teaching/Learning Cycle
-How do I Learn? How do Others Learn?
-Multiple Intelligences, Learning-Type Theory, and Bloom’s Taxonomy
Variable Modes of Instruction
-Student Diversity and other considerations
-Review goals, reflection, inquiry, theory, and practice
-Develop professional growth plan


Learning Outcomes:
Students who successfully complete this course will be able to:
- Reflect on professional practice and integrate this into a plan for professional growth
- Approach learning as both individual and social process
- Understand that one's own beliefs and values are shaped by personal and cultural experiences
- Discuss how classroom learning involves a variety of relationships: student to student, student to teacher, student to curriculum, and teacher to curriculum
Ultimately, students will come to understand effective teaching as an expression of self; i.e. good teachers are what they teach.



Grading System: Letters


Passing Grade: D (50%)


Percentage of Individual Work: 90


Percentage of Group Work: 10


Additional Comments:
On the Practicum Component:
Students, in pairs, will visit local schools five times over the course of the semester. These visits serve as an occasion to observe and interact within the school environment and to assume the stance of teacher. Placements and partnerships will be arranged by the instructor, with assistance from AHCOTE program support. After each school visit, students will be required to submit a 1 to 2 page reflection at or before the beginning of the next class.
Before participating in the Education 252 practicum in Year 2 of the AHCOTE AA program, students must authorize a Solicitor General Criminal Record Check (SG/CRC) Schedule Type "B" - WORKS WITH: Children & Vulnerable Adults. Under no circumstances will a student be permitted to begin the Education 252 practicum until a SG/CRC has been received and reviewed by NLC. Students will be provided with information about the SG/CRC process at program orientations. SG/CRC searches can take from 3 to 6 weeks for completion, so students are urged to attend to this matter at least 6 weeks before the start of Education 252. Please see the NLC Criminal Records Check page for completion instructions and more information pertaining to Criminal Record Checks.



Textbooks are subject to change.  Please contact the bookstore at your local campus for current book lists.