Teaching and Research in Practice


Thisis a practice-based module and is designed to facilitate professional learning and reflective practice using teaching observation to support participants to become confident academic practitioners.


The overarching aim is to develop teaching strategies to facilitate student learning through observation and engagement with subject teams, programme mentor and peers across the TLE community of practice

Learning Outcomes

By the end of this module the student should be able to:

1.  Reflect on- and critically evaluate academic practice through self-evaluation and feedback from colleagues – e.g. mentor, line manager and peers;

2.  Develop effective teaching skills such as use of learning technologies, project supervision, lecturing, laboratories, tutorials, large/small groups;

3.  Teach and supervise professionally aligned with both the Abertay Attributes and the UKPSF.

Indicative Content

1 Self-assessment

Reflection at beginning of module on personal values, influences and prior experience of learning and teaching in Higher Education.

2 Critical evaluation of academic practice

Learners document and reflect on thirty hours of teaching and supervisory practice.

3 Observation of-, and by Mentor

1 formative observation of your mentor - 1 formative observation by your mentor-

4 Observation of-, and by Peer

1 formative observation of peer - 1 formative observation by peer

5 Observation of-, and by Line Manager/ACM

1 formative observation of your Head of Division / Academic Curriculum Manager and 1 formative observation by Line Manager/ACM. . Focus of observations to be negotiated to reflect disciplinary context and priorities and could for example include evaluation of a recorded lecture or screencast.

6 Mid-module review

Progress review in Weeks 17.

7 Summative Observation by Mentor

Summative observation by your mentor that must be passed satisfactorily.

8 Summative Observation by Line Manager

Second summative observation by your Head of Division / Academic Curriculum Manager / Programme Tutor that must be passed satisfactorily. Where possible, the two summative observations should reflect diverse modes of teaching practice (i.e. Lecture / Seminar / Tutorial / Workshop / Supervision, etc).

9 Self-assessment

Review at end of module of key learning from observation and review process.

Statement on Teaching, Learning and Assessment

This module is individually tutored and mentored. You are supported by observations and feedback from mentors and colleagues from the Abertay teaching and learning community together with feedback from your peers. You are actively encouraged to seek feedback from your students. Formative assessment is achieved through mentor and peer observations and reviewing and reflecting on practice in structured feedback activities. The assessment is in two parts – first, curation of a series of Teaching Observations with a summative evaluation of actions taken in response to observation feedback in the Academic Practice Portfolio, and second two summative observations of practice passed satisfactorily. The module requires that the learning outcomes be demonstrated at the appropriate level by evidence including that of direct observation by tutors and mentors accompanied by an analytical and reflective log of thirty hours of teaching. The eight statutory teaching observations must be included, with two passing as satisfactory, but are zero-rated. The Academic Practice e-portfolio will contain: original position statement of principles and approaches to academic practice, philosophy at the point of submission of the e-portfolio for assessment (reflecting back on first position statement), eight completed observations - the two summative observations must be signed off by the mentor / Head of Division / Academic Curriculum Manager / Programme Tutor as satisfactory.

Teaching and Learning Work Loads

Total 200
Lecture 0
Tutorial/Seminar 5
Supervised Practical Activity 0
Unsupervised Practical Activity 24
Assessment 40
Independent 131

Guidance notes

Credit Value – The total value of SCQF credits for the module. 20 credits are the equivalent of 10 ECTS credits. A full-time student should normally register for 60 SCQF credits per semester.


We make every effort to ensure that the information on our website is accurate but it is possible that some changes may occur prior to the academic year of entry. The modules listed in this catalogue are offered subject to availability during academic year 2019/20 , and may be subject to change for future years.