Module Specifications..
Current Academic Year 2024 - 2025
Please note that this information is subject to change.
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None Students who fail this module must repeat School Placement |
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Description As part of this module students engage in year long period of school based professional placement in a supportive and collaborative environment. Building formatively and incrementally on students’ previous placement experiences, this module will provide structured support for the further development of students agency, adaptive expertise, and identity as inclusive, critically reflective, innovative and creative professionals. Students will be supported to collaborate with and learn from a community of other professionals; other student teachers, treoraithe, and special needs assistants, as well as parents and the wider school community through their engagement with structured classroom observations, professional conversations and involvement in activities of the wider school community. Through the use of their Taisce, students will document and articulate their personal and professional learning journey specific to planning for teaching, learning and assessment, reflective practice, inclusive education and professional partnerships (including working with parents) while on placement. In alignment with their research project, students will also be required to critically engage within this period of placement from a practitioner research standpoint with a view to contributing original research that demonstrates the connection between the sites of practice (HEI and schools). The research project offers students the opportunity to investigate and learn from their practice and derive ideas and conclusions that enriches and advances their understanding of their practice, and enhances their professional practice. Students will also complete an asynchronous Child Protection module as part of their preparation for professional placement. | |||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a high level of competence in the core teaching skills identified during the current and previous placement modules including planning and delivery of inclusive, creative and innovative approaches to teaching, learning and assessment 2. Critically appraise their practice and engagement in professional learning as both a reflective and reflexive practicioner and generate purposeful reflections as part of their Taisce 3. Exercise judgement and sensitivity in catering for the needs of all learners and a diverse student body 4. Establish classroom management strategies that support suitable and effective learning for all learners and that promote and maintain positive relationships 5. Recognise and validate their commitment to the required professional standards of the Teaching Council including required professional behaviour in relation to professional and safe practice 6. Engage in professional partnerships and professional conversations with Treoraithe, Placement Tutors, peers and the wider school community (including communicating their research plans with the Treoraí) | |||||||||||||||||||||||||||||||||||||||||
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
Professional PlacementAcross this year long module, students will engage in seminars in smaller groups which will support their preparation and planning for school based professional placement, the development of their Taisce and approaches to reflective practice. Opportunities will also be provided for students engagement with specific Taisce based activities focused on inclusive and partnership based approaches to education (including working with parents). Students will also be supported in best strategies for communicating and working with their school communities as part of their research project. Students will also have support and research supervision from their assigned research supervisor as part of this process.Essential ResourcesDCU Institute of Education (2024). PME Professional Placement Handbook 2024-2025. Department of Children and Youth Affairs. (2017). Children First: National Guidance for the Protection and Welfare of Children. Department of Children and Youth Affairs: Dublin. https://www.tusla.ie/uploads/content/Children_First_National_Guidance_2017.pdf Muijs, D., & Reynolds, D. (2017) Effective Teaching: Evidence and Practice. Sage: London. Schuelka, M., Johnstones, CJ., Thomas, G. and Artiles, AJ (Editors) (2019). The Sage Handbook of Inclusion and Diversity in Education. Sage: London. Teaching Council of Ireland. (2016). Code of Professional Conduct for Teachers, 2nd Edition. Teaching Council of Ireland: Maynooth. https://www.teachingcouncil.ie/fitness-to-teach/updated-code-of-professional-conduct/ Teaching Council of Ireland. (2021) Guidance for Registered Teachers about the use of Social Media and Electronic Communication. Teaching Council of Ireland: Maynooth. https://www.teachingcouncil.ie/assets/uploads/2023/09/guidance-for-registered-teachers-about-the-use-of-social-media-and-electronic-communication.pdf Teaching Council of Ireland. (2021). Guidelines on School Placement. Revised Edition. Teaching Council of Ireland: Maynooth. https://www.teachingcouncil.ie/assets/uploads/2023/08/school-placement-guidelines-updated-march-2022.pdfOther resourcesWebsite: Department of Education https://www.education.ie/en/ Website: The Teaching Council of Ireland https://www.teachingcouncil.ie/en/ Website: National Council for Curriculum and Assessment for Schools (NCCA) https://www.ncca.ie/ Website: Junior Cycle for Teachers (JCT) https://www.jct.ie/home/home.php Website: Professional Development Service for Teachers (PDST) https://www.pdst.ie/ Website: National Council for Special Education (NCSE) https://www.ncse.ie/ | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||
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Programme or List of Programmes
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