Module: Education Theories 2

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Education Theories 2
Module Code	PR314 (ITS) / EDS1099 (Banner)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
Module Co-ordinator	Orna Farrell
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Repeat examination

Description

Following a spiral curriculum approach Education Theories (2) aims to develop and refine students understanding of the fundamental concepts and themes in the foundation disciplines with the view to guiding students to establish a personal model of educational theory as it pertains to the work and identity of the second level teacher. Psychology of Education The psychology of education component of the module aims to broaden and develop students’ understanding of the major models and theories of learning as they apply to the second level classroom. Particular focus attention will be given to socio-cultural perspectives on learning. Philosophy of Education The philosophy of education component of the module aims to deepen students understanding of the role of philosophical enquiry in educational discourse. Students are offered the opportunity to establish a link with their professional practice by engaging in discussion of topics relevant to teaching and learning at second level and addressing core educational questions such as: • What does it mean to be educated? • What are the bases of knowledge informing teaching? Sociology of Education: The Sociology of Education component of the module aims to deepen students understanding of the major contemporary themes in the sociology of education, including, but not limited to, parental involvement in education, parental school choice, the school as an organisation and learning community, global and future trends and issues in education.

Learning Outcomes

1. Critically appraise the major models and theories of learning as these bear on the work of the second level teacher.
2. Critically reflect on philosophical theories and appraise their impact on teaching and learning at second level.
3. Develop an ability to self-evaluate and reflect on relevant literature as a means to articulate a personal philosophy of education informing professional practice.
4. Critically reflect on different sociological theories and themes and appraise their impact on teaching and learning at second level.
5. Engage in reflection on how the foundation disciplines inform the practice of the second level teacher in the Irish eduction system.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	Spiral Approach
Independent Study	101	Independent study
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

Theme: Psychology
Models and theories of learning.

Psychology 1:
An introduction to models and theories of learning, beginning with behavioural learning theory: The views that underpin behaviourist approaches to learning An examination of the work of three prominent thinkers in the field of behaviourism (Ivan Pavlov, John Watson, BF Skinner) A consideration of how elements of behavioural learning theory underpin behaviour modification programmes, reward systems etc. Criticisms and limitations of this theory of learning.

Psychology 2:
Theories of intelligence and learning: What is intelligence and where did the concept originate? The dark historical roots of intelligence and testing (Gall, Galton, Binet, Simon, Spearman) Is it possible to measure the mind and, if so, what exactly do we measure? Popular conceptions of intelligence - IQ and memory skills. Factors that may influence IQ scores (heredity, environment, social difference?) Alternative views of intelligence including Gardner’s Multiple Intelligence (including a current critique of theory). Initiatives to improve performance Challenging misconceptions about ‘academic performance’ / league table scores and intelligence. Creativity and development

Psychology 3:
Social Constructivist Learning (1) An introduction to social constructivist perspectives on learning with an emphasis on the work of Lev Vygotsky. The role of culture in development/learning - with emphasis on the Zone of Proximal Development and More Knowledgeable Other. Limitations of Vygotsky's theory (and development of theory in recent years) Consider the theoretical similarities and differences between Piaget's stages theory and Vygotsky's theory. Identification of a number of methods for developing a constructivist based approach to learning in the post-primary classroom.

Psychology 4:
Social Constructivist Learning (2) The ecological systems viewpoint of development and learning e.g. Bronfenbrenner Understanding the social systems (and their role in supporting development) Understanding family - parental patterns, variations in child-rearing, the influence of siblings and sibling relationships, diversity in family life. Current issues: peers, schools and technology. Implications of themes discussed in relation to the post-primary teacher, classroom and learning.

Theme: Philosophy
Philosophical inquiry in educational discourse, Current themes in the philosophy of education, Critiquing, shaping and reflecting on a personal philosophy of education.

Philosophy 1:
This section will examine current themes in the philosophy of education and further student teachers’ ability to formulate and articulate their personal philosophy of education. Theme: The moral dimension of education: Philosophical developments and influencing educational theory and practice e.g. Artistotle (wisdom), Rousseau (developing natural talents), Dewey (the social role of education, educating for democracy), Gadamer and Habermas (respect for otherness, I-Thou). Student teachers will be encouraged to begin to formulate their understanding of the moral dimension of teaching.

Philosophy 2:
This section will examine current themes in the philosophy of education and further student teachers’ ability to formulate and articulate their personal philosophy of education. Theme: Teaching as a moral activity: The teachers’ role: attitudes, professionalism and competence Teachers’ personal and professional values Teaching between practice and vocation Cultivating moral values Teaching as a relational activity Professionalism and Professionalization Accountability Student teachers will be encouraged to begin to formulate their understanding of teaching as a moral activity.

Philosophy 3:
This section will examine current themes in the philosophy of education and further student teachers’ ability to formulate and articulate their personal philosophy of education. Theme: Care as a core value in Teaching and Education The principles ideas underlying Nel Noddings's 'Care Theory.' The role of the teacher in relation to 'Care Theory.' The value of a thematic approach to 'Care' in the curriculum Defining and Critiquing the four components of Education from a Care Perspective (Dialogue, Modelling, Practice, Confirmation.' Consider the value of Noddings's Philosophy of Education for the Post Primary Teacher. Student teachers will be encouraged to begin to formulate their understanding of Care as a core value of the Teaching Profession.

Theme: Sociology
Major sociological paradigms, Understanding sociological theories as a lens to explain key themes/issues within educational settings, including, but not limited to, parental involvement in education, parental school choice, the school as an organisation and learning community, global and future trends and issues in education

Sociology 1:
Parental School Choice: Topics: (1) The 'acts and facts' of parents in education i.e. the legislative background. (2) ‘Home Education’ as a parental choice - comparative statistics, regulation and assessment, rights and responsibilities of parents who choose home education. a broad consideration of the research on the effectiveness of home education. Understanding the difference between home education and Covid homeschooling. (3) A consideration of the key factors that influence the broader issue of parental school choice [in relation to mass [public] education] (4) A consideration of choice trends - Passive-transitioners, active choosers, second-schoolers.

Sociology 2:
Theme: Parental School Choice 2 Focus on specifically on Parental Involvement in Education [Formal and Informal] and covers the following topics: (1) The legislative background to parental involvement in education (that is, formal involvement via parent associations and parent representation on Boards of Management); (2) The research on the significance of parental involvement in education; (3) The research on the factors that can negatively influence parental involvement in education; (4) How best to support parents to become involved in education. Student teachers will be encouraged to consider how they can support parental involvement through the design of a range of practical strategies and initiatives.

Sociology 3:
Sub-theme: Global Trends in Education Overview of the re-conceptualisation of Education into the future. Focus on the work of David Perkins - the 'Five Beyonds' in Education. Students provided with an opportunity to consider their understanding of education and teaching in a fast-paced ever-changing landscape. NB: Given the sub-theme - the focus of this topic is subject to change.

Consolidating:
Consolidating the link across the foundation disciplines and themes discussed during this module and in Education Theories 1 and Education Theories 2. Particular emphasis will be placed on the role of the class teacher and the implications for the school, classroom and learner.

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown

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

Simon, C.A. & Downes, G. (Eds.): 2020, Sociology for Education Studies Connecting Theory, Settings and Everyday Experiences. Routledge, Falmer,
Walsh, B. (Ed.): 2011, Education Studies in Ireland: The Key Discipline, Gill and MacMillan Dublin,
Banyard, P., Davies, M., Norman, C., and Winder, B.: 2010, Essential Psychology, Sage London,
Schacter, D., Gilbert, D., Wegner, D., and Hood, B.: 2011, Psychology, Palgrave Macmillan London,
Woolfolk, A., Hughes, M. and Walkup, V.: 2012, Psychology in Education, Pearson London,
Brooke, C. and Frazer, E. (Eds.): 2013, Ideas of Education: Philosophy and Politics from Plato to Dewey, Routledge London,
Descartes: 1972, Discourse on Method & Meditations, Penguin London,
Plato: 2005, Early Socratic Dialogues, Penguin London,
Plato: 1974, Republic, Penguin London,
MacIntyre, A.: 1967, A Short History of Ethics, Routledge London,
Scruton, R.: 1981, From Descartes to Wittgenstein: A Short History of Modern Philosophy,, Routledge London,
Ball, S.: 2003, Class Strategies and the Education Market: The Middle Classes and Social Advantage. London: Routledge Falmer,
Lynch, K., and A. Lodge: 2002, Equality and Power in Schools: Redistribution, Recognition and Representation. London: RoutledgeFalmer,
Smyth, E., and S. McCoy.: 2011, Improving Second-level Education: Using Evidence for Policy Development Renewal Series. Dublin: ESRI.,
OECD: 2012, Equity and Quality in Education: Supporting Disadvantaged Students and Schools. Spotlight Report, Ireland,

Other Resources

60257, Website, 0, Deprtment of Education and Skills Website http://www.education.ie, 60258, Website, 0, National Council for Curriculum and Assessment website http://www.ncca.ie,