Module: Teaching & Learning in Business Studies Ed

Module Specifications..

Current Academic Year 2023 - 2024

Please note that this information is subject to change.

Module Title	Teaching & Learning in Business Studies Ed
Module Code	HD592
School	76
Module Co-ordinator	Semester 1: Irene White Semester 2: Irene White Autumn: Irene White
Module Teachers	Irene White Majella McSharry
NFQ level	9	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

None

Description

This module will introduce student teachers to Business Studies as an area of learning in post-primary education in Ireland. Participating in this module will develop knowledge and understanding of how classroom practice meets curricular framework requirements for Junior and Senior Cycle Business Studies/Business/Economics/Accounting. The module aims to develop student teachers' subject specific pedagogical content knowledge and their personal and professional identities as educators. Student teachers will be supported in becoming responsive and reflective practitioners and confident curriculum makers, through individual and collaborative engagement. The module will explore how practice is underpinned by theory in the context of professional learning. Student teachers will examine the role of inclusive practice and care in the creation of equitable learning experiences for all students. Engaging in this module will advance student teachers' communicative, digital and interpersonal skills and enable them to establish effective and creative learning environments.

Learning Outcomes

1. Critically engage with the Junior and Senior Cycle curricular guidelines for Business Studies/ Business/ Economics/ Accounting, with particular reference to curricular reform.
2. Reflect on their emerging professional identity as subject experts and autonomous practitioners and on their capacity to foster professional relationships with students, parents, colleagues and members of the wider school community and teaching profession.
3. Critically evaluate and reflect on the theoretical underpinnings of a range of methods and resources to support and encourage students to take ownership of their learning through individual and collaborative engagement.
4. Devise and develop differentiated and inclusive teaching, learning and assessment strategies that enable all students to progress in accordance with their potential.
5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development.
6. Design learning experiences that support the development of a creative mindset.
7. Explore the role of digital technologies in supporting teaching, learning and assessment for all students.
8. Demonstrate a capacity to promote literacy and numeracy in relation to subject discipline.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Workshop	24	Workshops where students engage with core module content, participate in and reflect on modelled teaching episodes
Online activity	10	Synchronous and asynchronous lectures discussing and engaging with core module learning
Group work	15	Collaborative lesson design and subject based collegial activities
Independent Study	50	Individual lesson design, resource preparation, reflection and evaluation of teaching, reading.
Assignment Completion	26	Designing subject specific learning experiences, including the alignment of theory and practice.
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

Introduction to Subject Specific Pedagogical Content Knowledge
Introduction to subject specific inclusive pedagogical practices through modelled workshops and demonstrations. Explore, develop and reflect on teaching, learning and assessment practices in workshops and online lectures.

Core Values of Teaching and Professional Practice
Development of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communities.

The Teacher/Facilitator as Curriculum Maker and Reflective Practitioner
Synthesise key curricular and pedagogical concepts through Junior and Senior Cycle lesson design, implementation and reflection to construct a professional vision of quality teaching, learning and assessment.

Theory and Practice
Engagement with relevant learning artefacts (e.g. curricular resources, digital and sensory stimuli, academic literature, policy documents etc.) to understand the relationship between theory and practice.

Methodologies for Teaching Business Studies /Business/ Economics/ Accounting
Discussion and classroom talk including whole class, small group and carousel discussions. Participative learning methods including group work, pair work, and game-based learning activities. Incorporation of digital technologies including visual images, video, animations, interactive digital learning spaces and sources of financial/economic data. Reading and writing to find, extract and analyse data in both verbal and numerical formats as well as the development of skills for applied business problems. Model and practice skills in recording, analysing and interpreting financial and economic data. Demonstrate the application of key business concepts in the local, national and international contexts. Co-creating teaching resources with peers to enhance teaching and learning of business topics.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Portfolio	The design of teaching, learning and assessment experiences with research informed rationale and self-critical learning opportunities based on individual and collaborative reflection.	100%	Week 27

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

Borrington, Karen: 2004, Teaching and Assessing Skills in Business Studies, Cambridge University Press,
Davies, Peter and Brant, Jacek: 2006, Business, Economics and Enterprise: Teaching School Subjects 11-19, Routledge,
Hawkridge, David and Kaye, Roland (eds): 2017, Learning & Teaching for Business: Case Studies of Successful Innovation, Routledge,
Jephcote, Martin and Abbott, Ian: 2005, Teaching Business Education 14-19, Routledge,

Other Resources

54487, Journal, 0, Journal of Economics and Economic Education Research (JEEER), https://www.abacademies.org/journals/journal-of-economics-and-economic-education-research-home.html, 54488, Journal, 0, Teaching Business and Economics, Economics, Business and Enterprise Association (EBEA), https://ebea.org.uk/journal, 54489, Website, 0, BusinessEducation.ie, Online resource for Leaving Cert Business, Economics and Accounting students and teachers, https://businesseducation.ie/, 54490, Website, 0, Business Studies Teachers Association of Ireland (BSTAI), http://www.bstai.ie, 54546, Website, Curriculum Online, 0, Junior Cycle Business Studies Specification and Assessment Guidelines, https://www.curriculumonline.ie/Junior-cycle/Junior-Cycle-Subjects/Business-Studies/, 54491, Website, Curriculum Online, 0, Leaving Certificate Accounting Syllabus and Guidelines, https://curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Accounting/, 54492, Website, Curriculum Online, 0, Leaving Certificate Business Syllabus and Guidelines, https://curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Business/, 54493, Website, Curriculum Online, 0, Leaving Certificate Economics New Specification and Guidelines, https://curriculumonline.ie/Senior-cycle/Senior-Cycle-Subjects/Economics/,

Programme or List of Programmes

PME	Professional Master of Education

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