Module Specifications..
Current Academic Year 2023 - 2024
Please note that this information is subject to change.
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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 SEN 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. | |||||||||||||||||||||||||||||||||||||||
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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. | |||||||||||||||||||||||||||||||||||||||
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
School Based PracticeStudents 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 PracticeEngagement and reflection on observations of professional practice during the Context and Engagement period and school placement period.Behaviour ManagementCreating a positive learning environment, Classroom management strategies, Codes of Behaviour, Building professional relationships.Placement Professional PortfolioStudents 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 ToolReflective PracticeEngagement 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. | |||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 50612, Website, 0, Department of Education and Skills, https://www.education.ie/en/, 50613, Website, 0, Department of Education and Skills - Junior Cycle, https://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Junior-Cycle-/Syllabuses-Guidelines/, 50614, Website, 0, Department of Education and Skills - Senior Cycle, https://www.education.ie/en/Schools-Colleges/Information/Curriculum-and-Syllabus/Senior-Cycle-/Syllabuses-and-Guidelines/, 50615, Website, 0, National Council for Curriculum and Assessment, http://www.ncca.ie/, 50616, Website, 0, National Council for Curriculum and Assessment - Junior Cycle, https://ncca.ie/en/junior-cycle/, 50617, Website, 0, National Council for Curriculum and Assessment - Senior Cycle, https://ncca.ie/en/senior-cycle, 50618, Website, 0, The Teaching Council, http://www.teachingcouncil.ie/en/, 50619, Website, 0, Junior Cycle for Teachers, https://www.jct.ie/home/home.php, 50620, Website, 0, Professional Development Service for Teachers, http://www.pdst.ie/postprimary, 50621, Website, 0, Teaching Methods, http://geoffpetty.com/, 50622, Website, 0, Scoilnet, https://www.scoilnet.ie/, 50623, Website, 0, American Association of School Librarians, http://www.ala.org/aasl/standards/best/, | |||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes
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