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As such, this is a point in time view of data which will be refreshed periodically.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
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Description 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. | |||||||||||||||||||||||||||||||||||||||||||
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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. | |||||||||||||||||||||||||||||||||||||||||||
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
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. | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||