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Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title Professional Preparation & Practice 3
Module Code PR301 (ITS) / EDS1027 (Banner)
Faculty DCU Institute of Education School Language, Literacy & ECE
Module Co-ordinatorSarah O'Grady
Module Teachers-
NFQ level 8 Credit Rating 15
Pre-requisite Not Available
Co-requisite Not Available
Compatibles Not Available
Incompatibles Not Available
None
Description

This module builds on knowledge and skills gained in previous modules including micro-teaching, Professional Placement & Practice 2, Education Theories, Inclusive Education, Curriculum, policy and assessment and language pedagogy. During this module, their skills as creative, adaptive practitioners and their understanding of the concept of the teacher as a reflective practitioner are developed.This module includes: a period of Context & Engagement in a school setting at the beginning of the post-primary school year, followed by weekly lectures on campus and a 7-week block placement period in a post-primary school. The aim of this module is to give students the opportunity to engage with and integrate into a school-based environment where they will participate in teaching and non-teaching activities, allowing them to become part of a school community and to develop their identity as teachers. During the period of Context and Engagement, students begin to prepare their Taisce (eportfolio) and other Taisce related activities, including tasks which require them to demonstrate an understanding of working with parents/guardians and Inclusive Education. They also begin to develop professional relationships with their Treoraithe and are encouraged to engage in Professional Conversations with school-based partners - including AEN department colleagues. The module allows students to integrate their theoretical grounding in education and methodological concepts into practical situations, and students are expected to integrate the different elements of the BEdLan programme in order to enhance the quality of classroom teaching and learning. The Professional Placement period affords students the opportunity to develop their planning, preparation and assessment skills - with a focus on Junior Cycle and early Senior Cycle classes. Students engage in self reflection and are encouraged to identify and articulate areas of needed personal and professional growth which emerge from their professional placement experience.

Learning Outcomes

1. Adopt ethical and professional behaviour in relation to professional practice, and demonstrate professional practice and conduct as outlined in Programme documentation and the Code of Professional Conduct for Teachers.
2. Analyse key documentation of the assigned placement setting and utilise the findings in the development of planning for practice in that particular setting.
3. Demonstrate appropriate core teacher skills in planning for and the execution of lessons as set out in the Student Teacher Skills Progression Path (see Year 3 Teacher Skills Observation Instrument for full breakdown of Teacher Skills Progression Path).
4. Engage in effective planning, teaching and assessment of pupil learning in a post-primary school-based environment, and develop and maintain a Placement Taisce as per requirements outlined in Programme documentation.Through the use of their Taisce, the student will also demonstrate an understanding of inclusive education as applicable to the context and an understanding of working with parents/guardians.
5. Use a range of strategies, including digital technologies, to support, monitor and assess pupils’ learning and their progress – including the demonstration of creativity, effective feedback strategies, and differentiated approaches.
6. Devise and implement teaching approaches which identify pupil needs and aid pupils to self-evaluate their progress.
7. Use appropriate classroom and behaviour management strategies to create and maintain a safe, interactive and challenging classroom environment conducive to learning.
8. Critically evaluate and reflect on one's own practice on an ongoing basis so as to inform and adapt one’s practice, and demonstrate a professional commitment to seeking and acting upon constructive advice from professionals so as to develop practice and identify professional goals for the 4th year placement.



Workload Full-time hours per semester
Type Hours Description
Lecture30Reflection, research and improvement planning
Professional Practice90School placement (teaching and non-teaching), in addition to a period of school-based Context and Engagement.
Independent Study255Placement portfolio/Taisce, lesson planning, placement reflection, research, development of improvement plan
Total Workload: 375

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

School Based Practice
Students will engage in a school-based placement where they will be involved in teaching and non-teaching activities including school planning, collaborative work with school staff, staff meetings, parent teacher meetings where appropriate and extra-curricular activities. Students are expected to assume the role of a professional teacher and engage in the practices and culture of the placement school.

Observation of Professional Practice
Engagement and reflection on observations of professional practice during the Context and Engagement period and school placement period.

Behaviour Management
Creating a positive learning environment, Classroom management strategies, Codes of Behaviour, Building professional relationships.

Placement Professional Portfolio
Students will complete and maintain a Placement Portfolio/Taisce which will include such elements as lesson and scheme plans, self-evaluations, samples of students work and assessments, on-line reflections, critical evaluation of practice using their Personal and Professional Reflection Tool

Reflective Practice
Engagement in Self and Collective De-briefing sessions examining their placement experiences examining their planning, teaching, learning and assessment strategies, classroom and behaviour strategies, school culture, the professional and ethical role of the teaching professional. Models of reflective practice, supporting students to identify strengths, areas for improvement and professional goals for 4th year placement. Research strategies that would support students to improve practice. The development of a professional improvement plan.

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
Course Work Breakdown
TypeDescription% of totalAssessment Date
Professional PracticeA period of Context & Engagement, a 7-week Professional Placement period in a school setting (Nov-Dec) and evaluation of the Taisce. 40% required to pass.100%n/a
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 1
Indicative Reading List

  • Cohen, L., Manion, L., Morrison, K. & Wyse, D: 2010, A guide to teaching practice, Revised 5th Edition, Routledge, London,
  • Conti, Gianfranco & Smith, Steve: 2019, Breaking the Sound Barrier: Teaching Language Learners How to Listen, Authors,
  • Cowley, Sue: 2018, The ultimate guide to differentiation: achieving excellence for all, Bloomsbury, London,
  • DCU, Institute of Education: 0, BEdLan Professional Placement Handbook for Students,
  • DCU, Institute of Education: 0, Marks and Standards,
  • DCU, Institute of Education: 0, Programme Regulations: Bachelor of Education in Gaeilge an French or German or Spanish,
  • Department of Education: 2023, Child Protection Procedures for Primary and Post-primary Schools (Revised 2023), Department of Education, Dublin,
  • Digman, C. & Soan, S.: 2008, Working with Parents: A Guide for Education Professionals, SAGE Publications, Los Angeles,
  • Ginnis, P.: 2002, The Teacher's Toolkit, Crown House Publishing Ltd., Carmarthen, Wales,
  • Joyce, B., Weil, M. & Calhoun, E.: 2015, Models of teaching, 9th Edition, Pearson, Boston,
  • Killen, R.: 2009, Effective teaching strategies: lessons from research and practice, 5th Ed., Cengage Learning Victoria, Australia,
  • Kyriacou, C.: 2018, Essential Teaching Skills, 5th Ed., Oxford University Press, Oxford,
  • Schuelka, M.J., Johnstone, C. J., Thomas, G., & Artiles, A. J.: 2019, The SAGE handbook of inclusion and diversity in education, SAGE Publications, London,
  • Sellars, Maura: 2017, Reflective Practice for Teachers, 2nd Ed, Sage, London,
  • Smith, Steve & Conti, Gianfranco: 2016, The Language Teacher Toolkit, CreateSpace Publishing, London,
  • Stern, J.: 2003, Involving Parents, Continuum, London,
  • Teaching Council: 2016, The Code of Professional Conduct for Teachers, Updated 2nd Edition, Teaching Council, Maynooth,
  • The Teaching Council: 2021, Guidance for Registered Teachers about the use of Social Media and Electronic Communication, The Teaching Council, Maynooth,
  • Teaching Council: 2021, Guidelines on School Placement (Revised Edition), Teaching Council, Maynooth,
  • Walsh, B. J. & Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill & McMillan, Ireland,
  • Tomlinson. C.A.: 2014, The differentiated classroom: responding to the needs of all learners, 2nd Ed., ASCD, Alexandria, Virginia,
  • Black, P.J.: 2003, Assessment for Learning: Putting it into Practice., Open University Press, Maidenhead,
  • Cowley, S.: 2013, The seven R’s of great group work, Sue Cowley books Ltd, Bristol,
  • Cowley, S.: 2013, The seven C’s of positive behaviour management, Sue Cowley books Ltd., Bristol,
  • Dillon, J. & Maguire, M.: 201, Becoming a teacher: Issues in secondary education, 4th Ed., Open University, Buckingham,
  • Driver, Catherine & Pim, Chris.: 2018, 100 Ideas for Secondary Teachers: Supporting EAL Learners, Bloomsbury, London,
  • Ellis, Rod & Shintani, Natsuko: 2014, Exploring language pedagogy through second language acquisition research, Routledge, London,
  • Goldstein, S & Brooks, R. B.: 2007, Understanding and Managing Children's Classroom Behavior: Creating Sustainable, Resilient Classrooms, 2nd Edition, J. Wiley & Sons, Hoboken, NJ,
  • Goodall, J. & Weston, K.: 2018, 100 Ideas for Primary Teachers: Engaging Parents, Bloomsbury, London,
  • Muijs, D.: 2018, Effective Teaching: Evidence and Practice, 4th Edition, SAGE, Los Angeles,
  • O’Toole, L., Kiely, J., McGillicuddy, D., & Al, E.: 2019, Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years [Technical Report], National Parents Council, Dublin,
  • Ritchhart, R, Morrison, K. & Church, M.: 2011, Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners, Jossey-Bass, San Francisco, CA,
  • Spencer, P.: 2011, Surviving your Teaching Practice, McGraw Hill, Open University Press, Maidenhead,
  • Waring, M. & Evans, C.: 2015, Understanding pedagogy: developing a critical approach to teaching and learning, Routledge, London,
  • Warren, Danielle: 2019, 100 ideas for secondary teachers: outstanding MFL lessons, Bloomsbury, London,
  • Worley, Peter: 2019, 100 Ideas for Primary Teachers: Questioning, Bloomsbury, London,
  • Young, Johnnie: 2013, 100 Ideas for Secondary Teachers: Managing Behaviour, Bloomsbury, London,
Other Resources

0, Online Resources, 0, An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG), https://www.cogg.ie/, 0, Website, 0, Department of Education, https://www.gov.ie/en/organisation/department-of-education, 0, Website, 0, Junior Cycle for Teachers, https://www.jct.ie/home/home.php, 0, Online Resources, 0, National Council for Curriculum and Assessment: Junior Cycle Subjects, https://curriculumonline.ie/junior-cycle/, 0, Online Resources, 0, National Council for Curriculum and Assessment: Transition Year, https://curriculumonline.ie/senior-cycle/transition-year/, 0, Online Resources, 0, National Council for Curriculum and Assessment: Senior Cycle Subjects, https://curriculumonline.ie/senior-cycle/senior-cycle-subjects/, 0, Website, 0, OIDE - Junior Cycle Gaeilge T1/T2, https://oide.ie/post-primary/home/gaeilge/, 0, Website, 0, OIDE - Junior Cycle Modern Foreign Languages, https://oide.ie/post-primary/home/modern-foreign-languages/modern-foreign-languages-junior-cycle/, 0, Website, 0, OIDE - Senior Cycle Modern Foreign Languages, https://oide.ie/post-primary/home/modern-foreign-languages/modern-foreign-languages-senior-cycle/, 65059, Website, 0, Scoilnet, https://www.scoilnet.ie/, 65058, Website, 0, Teaching Methods, http://geoffpetty.com/, 65055, Website, 0, The Teaching Council, http://www.teachingcouncil.ie/en/,

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