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As such, this is a point in time view of data which will be refreshed periodically.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
| |||||||||||||||||||||||||||||||||||||||||||||
|
None Students will have to do a repeat micro teaching session and develop planning documentation and reflective evaluations relevant to second level teaching |
|||||||||||||||||||||||||||||||||||||||||||||
|
Description This module will support the development of student teachers professional preparation for practice. It will involve a deeper exploration of concepts and education theories previously encountered in year 1 of the programme. Students will develop an understanding of how these concepts and ideas inform professional practice in the context of the Junior Cycle Framework, relevant specifications and the school environment. A core focus of this module will be to support student teachers development of their professional vision of teaching and their identity as teaching professionals. It will continue to challenge, deconstruct and reconstruct teachers perceptions of quality teaching, learning and assessment. Students will be taught through model based workshops and will have the opportunity to develop their practice through small group, tutor mentored practical workshops. Students will visit placement settings and use this opportunity to further reflect on the concepts engaged with during the module. This placement experience will also be used to support student teachers design of effective, inclusive lessons for Junior Cycle. | |||||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Competently observe and identify key interactions and teaching practices through self and peer-based critical reflection 2. Design, implement and evaluate teaching methodologies in a micro teaching environment 3. Identify and describe good practice in managing classroom situations with particular reference to the teaching environments such as classroom, science laboratory and physical education environments 4. Describe and implement good practice in the fields of positive discipline and motivation. 5. Demonstrate professional practice and collegiality as outlined by the Teaching Council of Ireland in the Codes of Professional Conduct for Teachers by sharing, promoting, developing and supporting professional practice throughout the module activities 6. Demonstrate possession of adequate subject knowledge to plan, resource (including ICT integration) and teach at second level (micro teaching setting). 7. Demonstrate good practice in teaching and learning methodologies in a microteaching setting | |||||||||||||||||||||||||||||||||||||||||||||
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
Values of Teaching and Professional PracticeIntroduction to and exemplification of core values of a professional teacher including, collegiality, collaboration, cooperation, commitment and student centred learning through engagement in professional learning communitiesTeaching PracticesExploration, development and reflection on teaching, learning and assessment practices in workshops, micro teaching and school settingsThe Teacher/Facilitator as Reflective PractitionerReview of central concepts through targeted reflection to challenge and construct a professional vision of quality teaching, learning and assessmentManaging the classroomExploration of teaching practices through the lenses of positive discipline and inclusivityAssessment of, for and as LearningOverview of assessment theory and how it can be implemented into a school classroom situationPlacement observation and reflectionReflection on module concepts through guided observation of school teaching.Classroom TeachingDemonstration of acquisition of teaching skills in a Junior Cycle micro teaching environment | |||||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||||
|
Other Resources None | |||||||||||||||||||||||||||||||||||||||||||||