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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 School Placement 2
Module Code ES439 (ITS) / EDS1069 (Banner)
Faculty DCU Institute of Education School Human Development
Module Co-ordinatorShivaun O'Brien
Module Teachers-
NFQ level 8 Credit Rating 5
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
Students who fail this module must repeat School Placement
Description

Students on this module are introduced to advanced skills across the field of pedagogy in their subject specialism and will become further embedded in the school life.

Learning Outcomes

1. demonstrate an understanding of pedagogical knowledge that is emerging from the most recent research and reflective practice in education.
2. critically evaluate the implications for pedagogy arising out of the challenges currently faced in the profession.
3. engage with and contribute to new insights arising from reflective practice in teaching.
4. demonstrate through a range of specialised skills that they can plan, teach and assess and develop improved lessons in a second-level schools.
5. demonstrate that they can respond innovatively to their practice through the developmenbt of new and emerging techniques in teaching.
6. exercise in an advanced way the extended role and duties of a teacher including as tutor, year head, and pastoral carer.
7. take responsibility for initiating, leading and completing the development of cognitive and personal aspects of individual learning.
8. identify and articulate areas of needed personal and professional growth which emerge out of their teaching placement and to plan for his/her own continuing academic and professional development
9. understand and analyse ongoing interpersonal relationships among students and take responsiblity for improving inter and intra personal relationships in the classroom and the wider school environment.



Workload Full-time hours per semester
Type Hours Description
Professional Practice50Class contact time
Professional Practice50Observation and Participation with other teachers
Professional Practice12Reflective Placement Portfolio
Professional Practice9Consultation with Mentor
Lecture4Placement Supervision
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

Underpinning theories of teaching and learning
Further exploration of traditional and new approaches to pedagogy.

Advanced Teaching Strategies
The procedures involved in structuring various advanced strategies for use in a classroom context.

Adapting to individual difference and specific student need
Adaptation of teaching to cater for inclusion of pupils with diverse needs

Teacher as Researcher
Student teachers become participant observers and researhcers

Micro Teaching
Practising and researching teaching strategies in a peer coaching context

Online Collaborative Research Network
Collaborating in an online environment to offer a peer reviewed critique of use of teaching strategies

Assessment Breakdown
Continuous Assessment0% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
PortfolioSchool Placement Portfolio20%Sem 2 End
Practical/skills evaluationTeaching Practice Episodes70%As required
ParticipationProfessional Development & Critical Reflection10%As required
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
This module is category -
Indicative Reading List

  • Cohen,L. & Mannion,R. & Morrisson, K.: 2001, A Guide To Teaching Practice, 5th, Routledge, London,
  • Murphy, D., Walker, R. & Webb, G.: 2001, Online Learning and Teaching With Technology, Kogan Page, London,
  • Reece, I. & Walker, S.: 2003, Teaching, Training and Learning a practical guide, 5, Business Education Publishers, Sunderland,
  • Ann Lambros: 2004, Problem-based learning in middle and high school classrooms, Corwin Press, Thousand Oaks, Calif., 0761938478
  • Walsh, B. & Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill and MacMillan, Dublin, 9780717145119
Other Resources

None

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