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As such, this is a point in time view of data which will be refreshed periodically.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
| |||||||||||||||||||||||||||||||||||||||||||||
|
None |
|||||||||||||||||||||||||||||||||||||||||||||
|
Description The aim of this module is to give students the opportunity to engage and integrate into a educational environment (such as an Education centre, a School, College or DES recognised centre for further, adult and continuing education) where they will have participate in teaching and non-teaching activities. The module will allow students to integrate their theoretical grounding in education and methodological concepts into a practical situation. There will be particular focus on student developing as reflective practitioners where they will analyse and critique their practice and reflect on the perceptions of the teaching profession in the context of the themes of respect, care, integrity and trust as noted the Codes of Professional Conduct for teachers | |||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Identify individual needs within an educational context across Social, Emotional and Cognitive domains. Identify the range of individual learning needs in the class with particular regard to the literacy, numeracy and special needs requirements of students in further, adult and continuing education contexts 2. Use a research based approach to examine and critique the existing policy and provision regarding literacy, numeracy and special needs approaches in the Teaching placement centre 3. Take responsibility for the work of individual pupils and groups 4. Draft a proposal to amend or modify the approaches to literacy, numeracy and special needs in their learning centres based on their reflections and experiences 5. Show evidence of how the content of modules they have studied which are related to the areas of literacy, numeracy, special needs, classroom management, teaching strategies and curriculum apply in practical settings. These modules would include ES102, ES106, ES114, ES203, ES204, ES208, ES210, ES212, ES217. 6. Reflect on the impact of individual difference and diversity on educational practices in a range of settings 7. Identify established codes of good practice for educators/ trainers in a range of practical settings 8. Identify those qualities needed to be a good educator/ trainer in a variety of settings 9. Develop and maintain effective working relationships with the range of stakeholders in a variety of further, adult and continuing education contexts 10. Identify gaps in their own professional practice and suggest ways of improving such practice | |||||||||||||||||||||||||||||||||||||||||||||
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
Models of Reflective Practice and how they apply in practical settingsReflection on teaching- the reflective practitioner; Learning from reflection-models of reflective practice; Recording reflection- research methodology, diaries, record keeping: Engagement in Self and Collective De-briefing sessions examining their placement experiences examining their planning, teaching, learning and assessment strategies, classroom and behaviour strategies, school culture, the professional and ethical role of the teaching professionalTheory and Practice of EnquiryMethods of Enquiry in Action Research, Appreciative Enquiry, Evaluation and other practitioner-based research approaches, how these apply in a range of settings and how they contribute to the development of teaching and practiceImproving Knowledge in the FieldCycle of Learning and reflective practiceTeaching & LearningTheory and evaluation of Professional Practice - Explorations of the concept of Professional/ Profession/ Professionalism and how these might relate to professional practice.Teaching & LearningConstructing schemes of work, course plans and lesson plans and how these contribute to planning, implementing, reflecting on and evaluating teachingTeaching & LearningAssessing Learning: designing, writing, assessing and examining learning objectives and how these might be developed to be used in a broad range of education and training environmentsTeaching & LearningTeaching Models (Inductive Thinking, Concept Attainment, Picture-word Inductive Model, Scientific Inquiry & Inquiry Training, Memorization, Synectics, Advanced Organizers Model) and how they apply and can be adapted for use in a range of settings Cooperative Teaching/ Main + Assistant Teacher Roles Whole-class/Selective Sectional Grouping Teaching/Inclusive Learning Peer Tutoring/Partnership Working Mentoring/Coaching Group/Cooperative Learning Role-play, Drama and SimluationsClassroom ContextPlanning and implementing strategies and interventions in Diverse settings. Choosing appropriate methods that can be adapted to work in a range of contexts including further, adult and continuing education settings.Advanced Teaching SkillsDeveloping, implementing and reflecting on teaching in a range of learning environmentsCritical EvaluationLearning to receive constructive feedback with Supervisors and Mentor TeachersQuality, Assurance, control and ImprovementLearners will engage with the policy documents, papers and guidelines from the National Qualifications Framework of Ireland, FETAC, HETAC and other accreditation organisations that apply in further education (BTEC, CACHE, City &Guilds). | |||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources 6911, Journal, 0, International journal of training and development, 6912, Journal, 0, Pastoral Care in Education, 6913, Journal, 0, Journal of vocational education & training, 6914, Journal, 0, Journal of Educational Psychology, 6915, Journal, 0, British Journal of Educational Psychology, | |||||||||||||||||||||||||||||||||||||||||||||