Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Coursework Only |
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Description Teacher as Person: This component of the module seeks to provide students with an understanding of key global citizenship education issues and an opportunity to explore how these issues connect with their own lives and with children and teaching. The course is built around three foci: climate change, children’s rights and identity. Identity is explored both theoretically and reflectivly in relation to students’ personal and professional development, their values and dispositions and interculturalism. Students consider how their identities shape their interactions with, and impressions of, schooling and students. The course models interactive, discussion-based and creative methodologies building students’ collaborative, digital and reflection skills. Teaching Studies: This element of the module will introduce students to the important aspects of teaching and learning in the primary school and key elements of good professional practice in primary schools and classrooms. Students will have opportunities to reflect on their own experiences in schools and classrooms. This element of the module will introduce students to the important aspects of classrooms and teaching from various theoretical and practical perspectives. Students will be introduced to effective inclusive pedagogical strategies and approaches in primary classrooms, alongside the importance of building and fostering a positive inclusive classroom environment . Finally, this element of the module will support student to identity strategies for initiating and sustaining effective communication with parents/guardians, treoraí, and other members of the school community. Respond to classroom behaviours in a appropriate ways conducive to encouraging children’s learning Critically evaluate a range of pedagogical approaches that reflect current knowledge about children’s learning and development and that are associated with inclusive teaching and learning Identify effective communication strategies to foster lasting and constructive partnerships with parents. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Respond to classroom behaviours in appropriate ways conducive to encouraging children’s learning. 2. Critically evaluate a range of pedagogical approaches that reflect current knowledge about children’s learning and development and that are associated with inclusive teaching and learning. 3. Identify effective communication strategies to foster lasting and constructive partnerships with parents. 4. Analyse their own evolving identities including how their identities shape interactions with, and impressions of, schooling and students and the connections between identity, culture, interculturalism and equality. 5. Demonstrate an understanding of key global citizenship issues including: climate change, children’s rights and discrimination. 6. Discuss their own connections with and opinions on key global citizenship issues including how they relate to children and teaching. | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
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Indicative Content and Learning Activities
Teaching StudiesExploration of a range of ways to organise the classroom environment Health, safety and well-being of children Building a welcoming classroom environment Teaching Approaches: Communicating, Explanations, Questioning, Discussion, Modelling and Presenting Characteristics of effective whole class teaching and learning Provision for all children in the classroom using inclusive pedagogy Constructivism and the implications of constructivist thinking on teaching and learning in primary classroom Strategies for initiating and sustaining effective communication with parents in primary schoolsTeacher as personIntroduction and reflection on individual identity. Understanding climate change, climate justice and climate action and their educational implications. Exploring children’s rights and the implications for education and educators. Reflections on identity, culture and interculturalism. Introduction to equality and discrimination in education and anti-racist education. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 52868, Website, 0, Creating Futures, Trocaire, https://www.trocaire.org/documents/creating-futures-resources/, | |||||||||||||||||||||||||||||||||||||||||||