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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).

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Date posted: September 2024

Module Title Reflective Work-based Practice
Module Code ES2120 (ITS) / EDU1104 (Banner)
Faculty DCU Institute of Education School Policy & Professional Practice
Module Co-ordinatorOrna Farrell
Module TeachersJane O'Kelly, Joe O'Hara, John Lalor
NFQ level 8 Credit Rating 10
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
the portfolio has to be re-submitted. Plesae note that learner may have to take additional work-based practice (which they must organise themselves) in order to complete the portfolio.
Description

The purpose of this module is to allow learners engage in a substantial period of work-based tutoring, training and/ or facilitation practice in an educational or training environment, this module links professional practice to the future teaching practice within the programme. Learners will a engage in observation and a focused period of delivery in education and / or training settings. Learners will present a portfolio of learning materials and critical reflections on professional practice based on their work-based experience.

Learning Outcomes

1. Observe and critically review the planning, delivery, assessment and evaluation of work-based learning episode/s
2. Plan and deliver work-based learning episode/s
3. Demonstrate a high level of competence in planning, assessing and evaluation of the teaching/ facilitation of learners for a work-based scenario
4. Identify gaps in own professional practice and suggest ways of improving own professional practice



Workload Full-time hours per semester
Type Hours Description
Tutorial20No Description
Lecture30Work-based placement
Independent Study150No Description
Online activity50No Description
Total Workload: 250

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

Theme 1:
The student engages in work-based tutoring/ training practice, which would include observation and reflection by student on work-based tutoring/ training practice. It would involve critical reflection on the application of theory introduced from other modules, such as the Tutor/Facilitator as Reflective Practitioner, Microteaching skills and Classroom Observation Skills, in tutoring/ training practice. It would culminate in the demonstration of acquisition of tutoring/facilitation skills in episodic learning environment, which involves preparation, implementation and evaluation of a tutoring session.

Theme 2:
Portfolio Preparation - Planning (Lesson plans/ Learner needs analysis/ Content and Resource development), Delivery (Teaching strategies/ Classroom Mediation), Assessment (Modes of Assessment) and Evaluation.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Reassessment Requirement Type
Resit arrangements are explained by the following categories:
Resit category 1: A resit is available for both* components of the module.
Resit category 2: No resit is available for a 100% continuous assessment module.
Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
Resit category for this module is temporarily unavailable
Indicative Reading List

  • Joyce, B & Weil, M: 1996, Models of Teaching, Allyn and Bacon,
  • Cohen, L , Mannion, R., Morrisson, K.: 1996, A Guide to Teaching Practice, 4th Ed, Routledge, London,
  • Good & Brophy: 1996, Looking in Classrooms (6th ed), New York: Harper Row,
  • Slavin, R: 1994, Education Psychology Theory and Practice, Allen and Bacon, Boston,
  • McIntyre & McLeod: 1997, Investigations of Microteaching, Addison Wesley, London,
  • Curzon, L.B.: 1997, Teaching in Further Education, (5th ed), Cassell, London,
  • Maykut, P and Moorehouse, R: 1994, Beginning Qualitative Research: A Practical Guide, London: Falmer Press,
  • Goodlad S, and Hirst, B. (eds): 0, Explorations in Peer Tutoring, Basil Blackwell,
  • Brown, A. and Dowling, Pl: 1998, Doing Research/Reading Research: A Mode of Integration for Education, London: Falmer Press,
Other Resources

None

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