Queen Margaret University School Experience Programme Handbook - Reflective Practice and Situated Learning

Learning is a lifelong process experienced through connections that are embodied through diverse learning situations. Through cognitive, practical and emotional experiences, transformation occurs through stages, resulting in a continually changing or more experienced person (Jarvis 2009; Illeris 2014).

Central to this strategy is the need for students to engage in learning experiences, a readiness to listen and explore, preparedness to be open to experiences and a resolve to keep going. This requires an effective learning environment based on intellectual and communicative space to learn, with shared values of honesty, trust, authenticity, respect and reciprocity. The environment should generate a culture of engagement and criticality where students can creatively explore and question theories, practices and different sources of knowledge in an atmosphere of high challenge and high support.

As part of this process students will find themselves reflecting on their learning and development as a student teacher, and as part of a team, while on school experience placement (also known as a situated learning experience). Think about what supports and strengthens their situated learning experience.

Students will be supported to challenge their thinking, values and beliefs; through the posing of complex activities and questions and develop resilient and sustainable approaches to their learning and practice in response to these.

Critical to this process is the use of diverse knowledge, scholarly inquiry processes and evidence-informed materials to engage and enliven the processes of learning. As a learner on this programme of study students have a responsibility:

  • As a representative of the teaching profession and the University
  • Towards the organisation providing practice experience, and its pupils and employees for managing their learning and professional relationships.

The engagement in life-long learning and co-creation of communities of learners and practice is integral to this process.

Further study will increase breadth and depth, nurturing and connecting both research and enquiry-based approaches to professional practice. As part of this process the situated/practice-based (the school experience) element of the programme is key to their learning.