| CODE | TEB5007 | ||||||||
| TITLE | Learning and Teaching Further Economics Concepts | ||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||||
| MQF LEVEL | 7 | ||||||||
| ECTS CREDITS | 5 | ||||||||
| DEPARTMENT | Technology and Entrepreneurship Education | ||||||||
| DESCRIPTION | During this study-unit student-teachers are provided with the opportunity to plan and experience a variety of teaching approaches to promote active learning in topics that fall solely under the economics domain. A number of issues pertaining to the planning, teaching and assessment in the economics field will be discussed, such as that of cultivating in learners the skills and mentality of an economist which has a strong educational value contributing to life-long learning. Study-Unit Aims: The aim of this study-unit is to help students prepare to become good economics teachers at secondary level (ages 11 – 16). This is achieved by: - helping student-teachers understand the content that they are to teach, - exploring teaching strategies that promote student engagement in the secondary economics classroom, and - addressing the role of economics education, financial literacy and the effective use of resources within the broader area of business and entrepreneurship education. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - envisage how to develop and foster the 21st century skills and competencies of the learners entrusted to his/her care expected as a result of economics education, - critically appraise different pedagogies, teaching and assessment techniques used in economics education, - reflect on the suitability of the above strategies in different classroom situations. 2. Skills: By the end of the study-unit the student will be able to: - devise differentiated lesson plans for a given topic in such a way that all learners are actively engaged in learning, - integrate relevant examples from the real world into his lesson plans, - propose higher-level questions that encourage students to be inquisitive about their learning and foster key skills in economics. Main Text/s and any supplementary readings: Main Texts: - Anderton, A. (2008) Economics AS Level. Fifth edition. UK: Pearson Education. - Moynihan, D. and Titley, B. (2007) Economics: A Complete Course for IGCSE. Oxford. - Grant, S. (2006) Teaching and Assessing Skills in Economics. Cambridge University Press. Supplementary Readings: - Atkinson, G.B.J. (editor). 1989 Teaching Economics. UK: Heinemann Educational. - Becker, W.E. and Watts, W. (editors). 1998 Teaching Economics to Undergraduates: Alternatives to Chalk and Talk. UK: Edward Elgar. - Becker, W.E., Watts, W. and Becker S.R. (editors). 2006 Teaching Economics: More Alternatives to Chalk and Talk. UK: Edward Elgar. - Hodkinson S. and Jephcote M. (1996) Teaching Economics and Business Studies, Heinemann Educational Publishers. - Hoyt, G.M. and McGoldrick K. (editors). 2012 International Handbook on Teaching and Learning Economics. UK: Edward Elgar. - Sloman, J., Wride, A., Garratt, D. (2015) Economics. Ninth edition. UK: Pearson. Other readings compiled by tutor. |
||||||||
| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
|
||||||||
| LECTURER/S | Claudia Custo' Jacqueline Farrugia Emanuel Mizzi |
||||||||
|
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 2024/5. It may be subject to change in subsequent years. |
|||||||||