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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Teaching Studies and Teacher as Professional
Module Code ED2030
School 78
Module Co-ordinatorSemester 1: Alan Gorman
Semester 2: Alan Gorman
Autumn: Alan Gorman
Module TeachersAlan Gorman
NFQ level 8 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Coursework Only
Completion of a summative written assignment based on key learning from elements of coursework.

The 'Teaching Studies' element of this module will provide students with opportunities to investigate important aspects of classrooms and teaching from various theoretical and practical perspectives. Students will become familiar with a range of pedagogical strategies and approaches and they will be facilitated in exploring ways of applying these creatively, taking account of the requirements of children's learning in different knowledge domains and in different contexts. This module will also facilitate students' understanding of, and critical reflection on, effective classroom organisation and management approaches, developing a positive and welcoming classroom environment for all, the importance of the Code of Behaviour, and the importance of parents in behavioural and anti-bullying policy and practice in schools. The creation of inclusive and enriching teaching and learning environments in line with the Teaching Council's conceptualisation of inclusive education as specified in Céim, and effective inclusive pedagogy will be explored from a theoretical and practical perspective. Finally, students will examine important strategies of communicating with parents, particularly in the context of communicating and managing child-, parental-, and teacher-expectations, in line with 'Professional Relationships and Working with Parents' as specified in Céim. The 'Teacher as Professional' element of this module will introduce students to the key theories of professionalism including the historical context of the professionalism of teachers. The broad legislative context of professionalism will be explored and its implications for both the work of student teachers as well as qualified teachers in Ireland. A key focus will be placed on conceptualising and interpreting professionalism when working with other stakeholders, including when working with parents/guardians, in line with 'Professional Relationships and Working with Parents' as specified in Céim.

Learning Outcomes

1. Show evidence of knowledge and understanding of a range of inclusive pedagogical strategies and approaches, and their theoretical underpinnings, and make appropriate professional choices in their efforts to promote the learning and welfare of all children in an inclusive primary classroom.
2. Make appropriate professional choices in their efforts to promote the learning and welfare of alll children and to help children to become confident, successful learners, within a welcoming inclusive classroom environment
3. Become aware of the relationship between effective classroom management and effective inclusive teaching and develop skills and strategies designed to deal with behaviour in ways that contribute in a positive way to children’s development and learning.
4. Make balanced, informed and fair professional judgments through strong analytical approaches that consider the issue in hand from a variety of democratic perspectives including the child’s voice, and examine effective strategies in how to communicate these professional judgements with parents/guardians (in line with Céim)
5. Critique key theories of professionalism and recognise the historical context of the professionalism of teachers
6. Explore the legislative context of professionalism and the role of professional regulatory bodies in teaching.

Workload Full-time hours per semester
Type Hours Description
Lecture24Attendace at plenary lectures
Online activity50Preparation for, and engagement in online quiz assessments at three stages during the module
Independent Study51Readings and accessing resources (digital) before and after lectures
Total Workload: 125

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

Indicative Content and Learning Activities

Teacher Beliefs and Expectations (Inclusive Education)
Kinds of expectation effects that can affect the learning and behaviour of pupils in the primary classroom. How teachers can use their expectations so that they influence what happens in their classrooms in a positive way. How teachers can communicate their expectations with children, and with parents and guardians. How teachers can manage expectations. Discuss some of the problems that can be associated with inflexible and inaccurate teacher expectations in the primary classroom. How a teacher’s knowledge of expectations can be used to promote the learning and welfare of pupils within an inclusive classroom environment.

Classroom Management and Organisation (Professional Relationships and Working with Parents)
How teachers can set up their classrooms as places in which behavioural problems are minimised and pupils are enthusiastic and excited about learning. What strategies have been found to be effective in dealing with minor misbehaviour in the primary classroom. How teachers can deal effectively with pupil behaviour in the primary classroom. Discuss the role of sanctions in the context of effective whole school codes of behaviour in the primary school. Describe some strategies for the investigation and resolution of bullying in the primary classroom. The importance of engagement with parents/guardians in enacting a code of behaviour and anti-bullying, and how to effectively communicate with parents should an incident arise. The importance of the Code of Behaviour (NEWB, 2008) and the Anti-Bullying Procedures (DES, 2013)

Effective teaching and learning for all children (Inclusive Education)
Characteristics of effective whole class teaching in the primary classroom. Describe some of the features of quality development in a whole-class lesson that includes all children in the learning . Describe some effective questioning strategies that might be used by teachers to facilitate effective inclusive learning. Describe ways in which primary teachers can adapt their whole-class lessons in order to meet individual differences effectively, without stigmatising or marking children as different, including strategies underpinned by universal design for learning, and differentiation through choice.

Grouping for effective teaching and learning for all children (Inclusive Education)
Discuss some of the problems that have been associated with streaming and ability grouping in the primary school, and how such approaches can undermine inclusive education in the primary classroom. Identify the difference between structural and situational within-class ability grouping and which of these has been shown to be most beneficial for effectively providing for students’ needs, should ability grouping be employed in the primary classroom. Discuss how collaborative small group work has the potential to promote higher level reasoning, creativity, and critical thinking in all children. Identify what support teachers can provide for primary school children in order to enable all children, irrespective of difference, to collaborate effectively in small groups. Examine the steps teachers can take to ensure that all children have the opportunity to benefit from work in collaborative small groups. Describe how mixed ability groups can include all children in the learning process and how this approach can be aligned with inclusive pedagogy

Theories of Professionalism. What it means to be a professional as a student teacher, and subsequently, as a qualified teacher. The emergence of professionalism in Ireland

Key legislative sources in Ireland and statutory provisions with a particular focus on the responsibilities of teachers. Duty of care - manifestations in classroom practice.

The Teaching Council
The role of the Teaching Council. The Code of Professional Conduct (Teaching Council, 2016), and why and the threefold purpose and structure of the Code of Professional Conduct.

Professional Relationships and Working with Parents
Conceptualising and interpreting professionalism when working with parents, guardians and other stakeholders in the school community. Examining how the Code of Professional Conduct recognises the importance of working with parents/guardians and stakeholders within the values e.g. Trust, and within the standards e.g. A core focus on Professional Values and Relationships, Professional Conduct, and Professional Collegiality and Collaboration, and how

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Loop QuizUse of quizzes at various intervals during semesters 1 and 2to assess students' understanding of the range of topics100%As required
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Thomas L. Good,Alyson Lavigne: 2018, Looking in Classrooms, Routledge, New York, 9781138646513
  • Louis Cohen, Lawrence Manion, Keith Morrison, Dominic Wyse: 2010, A Guide to Teaching Practice, 5, Routledge, London, 9780203848623
  • Elizabeth G. Cohen,Rachel A. Lotan: 2014, Designing Groupwork, Teachers College Press, New York and London, 9780807773208
  • Ireland. National Educational Welfare Board: 2008, Developing a Code of Behaviour, Author, Ireland, 9780955340925
  • Teaching Council of Ireland: 2016, Code of Professional Conduct for Teachers, 2,
Other Resources

Programme or List of Programmes
BEDBachelor of Education

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