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As such, this is a point in time view of data which will be refreshed periodically.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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None Students will have to complete another microteaching session and produce a reflective practice document on the teaching episode |
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Description The microteaching module is designed to introduce student teachers into the teaching profession. It focuses on the development of core practices through approximations of pedagogy, theory, supported reflection. The module aims to: - develop understanding, confidence and competence in teaching practices - enable students to evaluate and select appropriate teaching practices through a process of active planning and reflection which focus on pupil learning and concept development - equip students with the ability to develop an understanding of how learners learn - introduce students to the concept of the teacher as reflective practitioner. Student teachers will engage in a range of workshops which address and model aspects mentioned above. They will be introduced to contemporary research-informed practices. They will experience these practices as learners through model-based activities which they will reflect upon to inform their practice. These experiences will explicitly link to education foundational theories of learning. Through these sessions, student teachers' perceptions of quality teaching will be challenged and deconstructed. Through supported reflections, they will develop their professional vision of teaching and learning exploring such ideas as the differences between knowledge and understanding and how to develop pupil conceptual ideas. They will learn to design inclusive teaching episodes that develop pupil understanding and utilises effective teaching practices that build upon educational theories of learning. They will recognise how the use of core practices are underpinned and support the identification and development of learners needs, in the context of full stakeholder engagement. Professional learning communities and collaborative learning are core features of the learning within this module. Through the use of small group, tutor supported practical sessions, student teachers will design, teach and reflect on micro teaching lessons. They will have online access to their video recordings via the Loop VLE platform they will have the opportunity to further reflect on and develop their practice. Students will continue to develop their Taisce in this module through collation of course artefacts, reflections (peer and self), reading material, teaching resources, assessment artefacts. This module will involve varied assessment elements including assessment of teaching, video reflections of practice and written self reflections of personal development in the context of module outcomes. | |||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Design engaging and inclusive teaching episodes supported by relevant learning intentions and success criteria 2. Teach a science or mathematics episode demonstrating core teaching /learning practices in a microteaching environment 3. Critically reflect on micro teaching practicals evaluating self and peer teaching episodes, highlighting strengths and areas for development 4. Discuss a range of teaching and learning theories and identify how they underpin everyday classroom practice. Identify links between core teaching practices and educational theories and discuss how these can be used as strategies to develop inclusive thinking classrooms. 5. Demonstrate collegiality as outlined by the Teaching Council Codes of Professional Conduct for Teachers by sharing, promoting, developing and supporting professional practice during the development and implementation of teaching episodes | |||||||||||||||||||||||||||||||||||||||||||||
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
Core Values of Teaching and Professional PracticeIntroduction to and exemplification of core values of teaching including, collegiality, collaboration, cooperation, commitment and student-centred learning through engagement in professional learning communitiesLearning TheoriesIntroduction to learning theories e.g. behaviourism, humanism, cognitive theories, constructivism, growth mindset etc.Core teaching practicesIntroduction to inclusive pedagogical practices through modelled workshops.Introduction to reflective practiceThe concept of reflection ; Reflection in teaching- an introduction the reflective practitioner;Lesson designDesigning of thinking classroom teaching and learning episodes to support the inclusive development of conceptual understanding.Theory and PracticeEngagement with relevant learning artefacts e.g. workshop input, literature readings etc. to understand the relationship between theory and practice | |||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 45963, http://www.thirteen.org/edonline/concept2class/con, 0, constructivism, 45964, http://www.learningandteaching.info/learning/behav, 0, behavioursim, 45965, ProTeaching Video Resources, 0, http://www.proteachersvideo.com/TopSeriesList.aspx, | |||||||||||||||||||||||||||||||||||||||||||||