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Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title Psychology of Teaching & Learning
Module Code HD518
School 76
Module Co-ordinatorSemester 1: Catherine Maunsell
Semester 2: Catherine Maunsell
Autumn: Catherine Maunsell
Module TeachersPaul King
Catherine Maunsell
Irene White
Majella McSharry
NFQ level 9 Credit Rating 5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

The purpose of this module is to examine the relationship between psychological theoretical approaches and research and their application to teaching and learning in the context of post-primary education. In this module students will critically examine how the application of psychological knowledge contributes to our understanding of teaching and learning in a second-level school context. The module will identify and critically analyse psychological theories and concepts relevant to adolescent development (including academic achievement, positive teacher-student relationships, wellbeing, diversity and inclusion, creativity, agency) and their application to the practices of teaching and learning. How the post primary school context/learning environment might influence the adolescent learner’s academic and psychological development will also be explored. Students will also engage with professional and personal wellbeing. Students will be expected to attend lectures, critically engage with the module content, actively participate in and contribute to lecture and group learning activities and engage in independent learning activities and reading.

Learning Outcomes

1. Critically reflect on the major psychological theoretical approaches and appraise their impact on the development of the Irish post primary education system and teaching and learning in contemporary secondary schooling.
2. Investigate how the Psychology of Teaching and Learning influences the practice of post primary teachers in the Irish education system.
3. Apply a critical understanding of the Psychology of Teaching and Learning and recognise its manifestation in contemporary post primary education
4. Synthesise the research on key concepts in the Psychology of Teaching and Learning and interpret how these inform education policy and practice in contemporary post primary education.
5. Identify and evaluate psycho-educational interventions that promote and support adolescent’s academic and psychological development and wellbeing.
6. Appraise their understanding of themselves as learners and develop strategies which enhance their reflective practice, learning potential and personal and professional wellbeing.

Workload Full-time hours per semester
Type Hours Description
Lecture18On Campus
Online activity30Off Campus/Independent
Independent Study77Research and Placement Application
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

Indicative Syllabus
•Introduction: Exploration of Personal Histories as Learners; Implicit understandings of Psychology and its application within a post primary school context; Creation of a Personal Statement of Goals Regarding Future Teaching. •Foundational principles in the Psychology of Teaching and Learning •Major theoretical approaches to and research on adolescent and lifespan development from behaviourist, cognitive and social constructivist perspectives and their influences on Irish post-primary education and contemporary teacher and learning practices in secondary schools. •Domains of adolescent development relevant to education including academic achievement, positive teacher-student relationships, wellbeing, diversity and inclusion, creativity and agency. •Factors indicative and supportive of adolescent and teacher wellbeing in the secondary school context.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Assignmentn/a100%As required
Reassessment Requirement Type
Resit arrangements are explained by the following categories;
1 = A resit is available for all components of the module
2 = No resit is available for 100% continuous assessment module
3 = No resit is available for the continuous assessment component
This module is category 1
Indicative Reading List

  • Woolfolk, A. et al.: 2019, Psychology in Education, 2nd European Ed, Pearson, New York,
  • Ormrod, J. et al: 2019, Educational Psychology: Developing Learners, 10th ed., Pearson, New York,
  • Slavin, R.: 2018, Educational Psychology: Theory and Practice., 12th, Pearson, New York,
  • Thorburn, M (Ed.): 2017, Wellbeing, Education and Contemporary Schooling., Routledge, London,
  • Williams, A. et al: 2017, Critical Educational Psychology., Wiley-Blackwell, Oxford,
Other Resources

Programme or List of Programmes
PMEProfessional Master of Education

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