Module Code: |
H8PPI |
Long Title
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Personal and Professional Identity
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Title
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Personal and Professional Identity
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Module Level: |
LEVEL 8 |
EQF Level: |
6 |
EHEA Level: |
First Cycle |
Module Coordinator: |
Meera Oke |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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Learning Outcomes |
On successful completion of this module the learner will be able to: |
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Learning Outcome Description |
LO1 |
Demonstrate a critical understanding of professional identity theories and their implications for continuing self-development. |
LO2 |
Have developed the ability to network effectively and promote themselves at professional events and interviews. |
LO3 |
Reflect on their recent career choices and produce a career plan that meets their long-term aspirations. |
LO4 |
Demonstrate a critical understanding of effective group coaching and team facilitation approaches as applied in an early childhood education and care setting. |
Dependencies |
Module Recommendations
This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
Module Content & Assessment
Indicative Content |
Professional and Personal identity
Processes of ‘identification’ in early childhood education and care; social identity theories; the role of reflection in identity construction; The professionalisation agenda in early year’s education and care.
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Career Planning and Development
Career planning and management; Transferable skills, strengths and personal qualities and the key competencies sought by employers; Career Choice / Decision Making / Individual review of career development to date; Career options and goals; Personal SWOT analysis of skills / PEST analysis of ECEC sector; Personality profiling tests; processes to encourage, extend and structure professional dialogue. reflection on career to date, detailed investigation of career choice area together with an action plan.
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Interactive Skills and Principles of Coaching
Interpersonal psychology; Feedback and stimulation; Understanding body language in early childhood settings; Handling questions; Dealing with criticisms; Listening techniques; Coaching and Facilitation in an early childhood education setting.
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Technology Enhanced Networking
Engaging in Real World Networking; Managing your online brand and raising your online profile; Using LinkedIn, Facebook and Twitter in your job search.
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Applications and Interviews
Job description analysis; Purpose of a CV & Cover letter; CV building and analysis; Why CVs are rejected; Effective cover letters; Effective application forms; Competency, behavioural and strengths-based interviews; Mock interviews.
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull Time
Coursework |
Assessment Type: |
Assignment |
% of total: |
50 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,3 |
Non-Marked: |
No |
Assessment Description: Learners will develop a career plan, by engaging in self-reflection and designing a structured approach to personal and professional development. |
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Assessment Type: |
Skills Demo |
% of total: |
50 |
Assessment Date: |
n/a |
Outcome addressed: |
1,2,4 |
Non-Marked: |
No |
Assessment Description: Peer Facilitation and Coaching Techniques will be role-played and recorded for reflection. |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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NCIRL reserves the right to alter the nature and timings of assessment
Module Workload
Module Target Workload Hours 0 Hours |
Workload: Full Time |
Workload Type |
Workload Description |
Hours |
Frequency |
Average Weekly Learner Workload |
Lecture |
Lecture |
24 |
Per Semester |
2.00 |
Independent Learning |
Independent Learning |
101 |
Per Semester |
8.42 |
Total Weekly Contact Hours |
2.00 |
Module Resources
Recommended Book Resources |
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Rowan Manahan. (2010), Ultimate CV -Trade secrets from a recruitment insider, Random House, Dublin, p.173, [ISBN: 0091929245].
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Skeggs, B. (2003), Class, self, culture, Routledge, London.
| Recommended Article/Paper Resources |
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Stryker, S. and Burke, P. (2000), The past, present, and future of an
identity theory. Social psychology
quarterly, 63(4), p.284.
| Supplementary Article/Paper Resources |
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Bleach, J. (2014), Developing professionalism through
reflective practice and ongoing
professional development. European early
childhood education research journal, 22(2), p.185.
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Lightfoot, S and Frost, D. (2015), The professional identity of early
year’s educators in England:
implications for a transformative
approach to continuing professional
development in Professional Development
in Education, 41(2), p.401.
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Harwood, D., et al. (2013), ) ‘It’s more than care’: early childhood
educators’ concepts of professionalism, Early Years, 33(1), p.4.
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Rhodes, C. and Beneicke, S. (2002), Coaching, mentoring and peer-networking:
challenges for the management of teacher
professional development in schools, Journal of in-service education, 28(2), p.297.
| This module does not have any other resources |
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