Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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Coursework Only The assessment for this component requires students to prepare a progression scheme of work for CRE for four weeks. Students will devise an Integration Concept Map which integrates exploration of this one value into four subject areas (one must be Ethical Education). Drawing on your Integration Concept Map and the academic literature, critically reflect upon and write a 300-400 word rationale which addresses the following questions: - Why did you select this particular value? - How will you ensure that your lessons (a) affirm diversity and (b) are taught in an ethical manner? Students will respond to a different case study vignette and explain how psychological theories and research can inform their understanding of the situation along with their approaches to managing same |
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Description This module builds on the psychological perspective introduced in Foundations in Education and Early Childhood Education ED8033 and seeks to deepen students understanding of how school and social contexts/learning environments/teacher-pupil relationships impact on children’s intellectual, social and emotional development. This component places particular emphasis on application of psychological approaches/interventions to teaching and learning and on a critical understanding of the implications for shaping children’s development, pedagogical practice and educational policy. The Ethics and Education about Religion and Beliefs (ERB) course prepares students to teach ethical and values education and ERB in all primary schools. It affords specific attention to the patrons’ programmes in Educate Together (Learn Together) and Community National Schools (Goodness Me, Goodness You). Informed by these curricula, a range of signature ethical, values and ERB education pedagogies and approaches are explored and exemplified. The ERB components of both curricula are underpinned by an interpretivist approach (Jackson, 2012). Seminars are practical, active and student-centred and will support students to develop their conceptual knowledge and pedagogical skills in addition to acquiring a wide repertoire of strategies, resources and activities which can be used to explore ethical and ERB concepts in the classroom. With regards to the Catholic Religious Education (CRE) strand of this module, students engage with CRE’s theoretical context, with professional content knowledge necessary for its delivery, and finally with its various methodologies and pedagogical application. Students are encouraged to reflect on the way in which children’s spiritual, moral and religious development shapes their experience of religious education as well as how the spiritual dimension of the human person is essential to any iteration of a liberal and holistic education. Students explore the current landscape of Catholic education and the domains of diversity, inclusion and partnership are afforded particular attention. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Apply psychological approaches/interventions to teaching and learning taking account of social and school context and show a critical understanding of the implications for shaping children’s development, pedagogical practice and educational policy. 2. Critically evaluate the development of the field of religious and ethical education in Ireland, and the range of programmes offered to support children’s learning and development in this curriculum area. 3. Engage with and in contemporary issues and debates about the fields of ethical and religious education, and current and emerging debates and identify implications for professional identity and practice. 4. Articulate a critical understanding of the philosophical differences between approaches to spiritual and religious education from the inside (e.g. Catholic) and approaches to spiritual and religious education from the outside (e.g the Liberal model). 5. Plan effective challenging and creative religious education lessons and progressional schemes based on an informed and critical evaluation of at least two of the programmes introduced in the module. . | |||||||||||||||||||||||||||||||||||||||||
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
Psychology of Education StrandThe Psychology of Education strand of the module seeks to deepen students understanding of how social contexts/learning environments/teacher-pupil relationships impact on children’s intellectual, social and emotional development. To understand such influences, this component of the module will critically examine the role of the social and school environment in the development of children’s intellectual, social and emotional capacities and the importance of fostering positive relationships with significant others in the pupil’s life particularly with their families, school personnel, local community and relevant statutory agencies. This component places particular emphasis on application of psychological approaches/interventions to teaching and learning and on a critical understanding of the implications for shaping children’s development, pedagogical practice and educational policy.Catholic Religious educationThe CRE strand of this module prepares students to teach RE in Catholic schools. It begins by familiarising students with an understanding of the child informed by research in the field of children’s spirituality. Then it addresses the discipline of RE in service of the child. Finally it seeks to equip students with the knowledge and skills required to implement the Catholic Preschool and Primary Religious Education Curriculum for Ireland (2015), including its associated programme, Grow in Love.Ethics and Education about Religion and BeliefsThe Ethics and Education about Religion and Beliefs (ERB) course prepares students to teach ethical and values education and ERB in all primary schools. It affords specific attention to the patrons’ programmes in Educate Together (Learn Together) and Community National Schools (Goodness Me, Goodness You). Informed by these curricula, a range of signature ethical, values and ERB education pedagogies and approaches are explored and exemplified. The ERB components of both curricula are underpinned by an interpretivist approach (Jackson, 2012). Seminars are practical, active and student-centred and will support students to develop their conceptual knowledge and pedagogical skills in addition to acquiring a wide repertoire of strategies, resources and activities which can be used to explore ethical and ERB concepts in the classroom. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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