Latest Module Specifications
Current Academic Year 2025 - 2026
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Description Module EDS1038 builds on the knowledge, skills, competencies and professional values gained and practised in Years 1-3 of the programme. (1) Module Objectives: The objectives of EDS1038 are twofold. Student teachers will be able to (a) apply relevant educational theories to research, plan, teach, assess, reflect on, and evaluate lessons and associated materials in Religious Education and in the Elective subject (English/History/Music) in a school setting and (b) undertake a small-scale independent self study using an action research methodology as a means of developing their practice in order to improve pupils' learning experience. The specific focus in Year 4 is developing 'Teacher Identity as a Researcher, Reflective Practitioner, and Professional'. (2) Mode of Delivery: Face-to-face delivery in the main with supporting online input. (3) Description of the period of professional practice: The professional placement period incorporates the following components: (a) a 2 week period of Context and Engagement in a post-primary school at the beginning of the academic year to include: (i) involvement in non-teaching activities (e.g. induction, staff and subject department meetings, engagement with the Support for Learning department, Chaplaincy etc.); (ii) structured observation of Treoraithe and other teachers in the classroom; (iii) team teaching incorporating collaborative planning, practice and reflections shared with Treoraithe; and (iv) research activities and professional conversations with Treoraithe and other school personnel to enable the completion of the Taisce Loop Reflect Activities on school context, culture, mission and values; creative and innovative spaces and practices in curriculum, technology and literacy and numeracy; consideration of parent voice and the concept of true partnership; an examination of the school responses to supporting diversity of student needs and the implications for planning and practice; research activities to include a recorded presentation of the student teacher's philosophy of education (linking values, beliefs, experiences, research, theory and practice); professional conversations with Treoraithe to collaboratively devise a research question which responds to the needs of both the school and the student teacher; and the creation of a short video detailing the student teacher's perspective of their role and identity as 'Teacher as Researcher, Reflective Practitioner and Professional'; (b) the development of Units of Learning for a 10-13 week in-school professional placement teaching period to be reviewed by Professional Placement 4 (PP4) tutors and followed up by feedback sessions; (c) research, preparation and planning for creative and innovative class teaching and assessment in Religious Education and the Elective (English/History/Music) subject; (d) research, preparation and planning for in-school PP4 tutor supervision in Religious Education and in the Elective (English/History/Music) subject; (e) professional conversations with PP4 tutors in reflective feedback sessions to inform future planning and practice. Written formative feedback is also provided on a TSOI4 document; (f) engagement in lesson plan annotated reflective practice and weekly reflective practice; (g) the creation and maintenance of the Taisce (Eportfolio) and associated work (Loop Reflect Taisce activities) throughout the placement for all materials relating to the overall PP4 professional placement is an essential requirement as is the professionalism of the student teacher in all matters relating to professional placement. (4) Percentage grade required to pass the module: The minimum percentage required to pass the module is 40% overall. The elements of the assessment are weighted. Professional Placement 4 (PP4) work has an 85% weighting and the Practice Based Research Project (PBRP) has a 15% weighting. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a knowledge and understanding of Teaching Council and BREHM programme documentation in relation to Professional Placement 4 (PP4) with a specific focus on the National Framework for Teachers' learning: Droichead; Cosán; and Teaching Council Teacher Registration. 2. Demonstrate ethical and professional behaviour in relation to professional practice and conduct as outlined in the Teaching Council (2016) Code of Professional Conduct. 3. Incorporate the legal principles relevant to child safeguarding and health and safety into practice as evidenced through planning of activities and practice in school. 4. Demonstrate appropriate core teacher skills as set out in the student teacher's Skills Progression Path (see The Student Teacher School Placement Handbook).Critically evaluate findings from research and professional conversations relating to school context, culture, mission, values, curriculum, creative and innovative planning and practice for an inclusive classroom, engagement with parents/guardians and inclusive education in a school setting to inform planning and practice. 5. Create and maintain a Taisce (E-portfolio) comprising PP4 planning and associated materials in Religious Education and in the Elective subject (English/History/Music); and Taisce Loop Reflect professional placement materials (incorporating activities on research, context, culture, mission, values, curriculum, creative and innovative planning and practices, working with parents/guardians; inclusive education etc.); mandatory documentation (e.g. vetting documentation, child protection training certificates etc.); general professional placement documentation; research, and individual/group reflective activities. 6. Demonstrate core teacher skills in researching, planning for, and executing, in-school lessons as set out in the Student Teacher Skills Progression Path (see relevant Professional Placement Handbook and Year 4 Teacher Skills Observation Instrument (TSOI4) for full breakdown of Teacher Skills Progression path) 7. Evaluate a broad range of activity-based strategies and methodologies in order to creatively apply them in the Junior and Senior Cycle classroom ensuring the diverse needs of all are met. 8. Evaluate and apply knowledge and understanding of the discourses, supports and interventions relating to inclusive education to enhance inclusive practice at a school and classroom level. 9. Understand the complex interplay between technology and society through considering such factors as privacy and information security with regard to the use of digital technologies for teaching, learning and assessment. 10. Employ relevant technical knowledge and skills of a range of digital technologies for classroom lessons including multimedia resources to support teaching, learning and assessment of all learners. 11. Use effective classroom management strategies to create and maintain positive behaviour and restorative practices that support safe and effective learning for all pupils. 12. Employ models of reflection (e.g. Rolfe et al., 2001; Kolb, 1984; Gibbs, 1988) and annotated text to scaffold reflective practice. Demonstrate linkages between theory, research and practice. 13. Critically engage in self and collaborative evaluation to enhance future planning and practice. 14. Engage in the development and implementation of a small-scale independent student-teacher led research project in a priority area relevant to the school and to the student-teacher with a view to improving pupils' learning experience. 15. Critically evaluate and learn from practice to enhance and adapt teaching, learning and assessment. 16. Use the knowledge, skills and understanding derived from the input from DCU Careers Office and Professional External Agencies during the course of the module to prepare for NQT status. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Knowledge and understanding of the key documents for professional placement Knowledge and understanding of key Teaching Council and the BREHM programme documents relating to professional placement and assessment. Specific focus in Year 4 is on the National Framework for Teachers’ Learning, Droichead and Cosán publications, and Teaching Council Teacher Registration documentation. Ethical and Professional Standards Application of ethical and professional standards as set out by the Teaching Council of Ireland and the BREHM Professional Placement Handbook for the specific year in all matters relating to the module. Consideration of the legal and professional aspects of a teacher's position in relation to pupils with a particular emphasis on child safeguarding and health and safety. Context and Engagement Loop Reflect Research and Taisce Activities Engagement in the school context and non-teaching activities such as student teacher induction programmes; staff meetings; subject department meetings (especially those relating to assessment and CBA work), engagement with the Support for Learning department, chaplaincy etc.; research and professional conversations with Treoraithe and other school personnel in relation to: (i) creative and innovative spaces and practices in curriculum (Senior Cycle Leaving Certificate Applied and Leaving Certificate Vocational Programme), technology and literacy and numeracy; (ii) an investigation of school context, culture, mission, values and how this might be factored into student teacher approaches to planning and practice of teaching, assessment and learning in the pursuit of an inclusive classroom; (iii) consideration of the parent voice and the concept of partnership with parents in the specific school context (iv) an examination of the school documentation and school response to supporting diversity of learning needs and consideration of inclusive practice strategies to be employed in planning, preparation and practice; (v) research activities to include a recorded presentation of the student teacher’s philosophy of education (linking values, beliefs, experiences, research, theory and practice); professional conversations with Treoraithe to collaboratively devise a research question which responds to the needs of the school and the student teacher; and (vi) the creation of a short video detailing the student teacher's perspective of their role and identity as a 'Teacher as Researcher, Reflective Practitioner and Professional'. Research, Preparation and Planning for classroom practice Competence in preparatory research and planning for in-school classes covering post-primary classes across the complete spectrum of post-primary programmes. Application of theories of lesson structure, learning, curriculum, pedagogy, assessment, inclusive practice, digital skills in a classroom context taking into account the findings of the Taisce Loop Reflect activities following engagement in the school context for the first two weeks of the academic year. The focus in Year 4 is on the identity of the ‘Teacher as Researcher, Reflective Practitioner and Professional’. Key Skills and Competencies relating to Classroom Teaching Competence in the application of key skills for in-school teaching, learning and assessment and management of groups in Religious Education and in the Elective subject as set out in the Year 4 Student Teacher Skill Set of the programme (see relevant Professional Placement Handbook for the specific academic year; PP4 Assignment Brief for the specific academic year; and the Teaching Skills Observation Instrument 4 (TSOI4). Technology for Educational Purposes An examination of the research and debate in relation to understanding the complex interplay between technology and society through considering factors such as privacy and information security with regard to the use of digital technologies for teaching, learning, and assessment. Consideration of the application of relevant technical knowledge and skills of a range of digital technologies for classroom lessons including creative and innovative multi-media resources to support teaching, learning and assessment of all learners. Conflict Resolution and Restorative Practices Conflict resolution and restorative practices; Glasser’s (1999) Choice Theory; Traditional Approach to School Discipline versus the Restorative Approach to School Discipline; the wellbeing restorative practice symbiosis; Consideration of, and employment of, classroom management strategies that support suitable and effective learning for all pupils and that promote and maintain positive behaviour in accordance with school policy. Taisce (E-portfolio incorporating Loop Reflect Taisce Activities) The creative and innovative documentation and digital resource materials to reflect student teacher engagement with, and enactment of, curriculum, lesson design, pedagogic, assessment and digital theories to practice; and reflections on research, planning and practice (incorporating school context, culture, mission, values, curriculum and assessment practices, professionalism, reflective practice and research in the specific school context; inclusive education, and working with parents/guardians). Completed documentation on structured observation and reflection on team teaching are incorporated here also. Research Skills linking theory and practice to improve the learning experience of pupils and student teacher practice Further development of the research skills introduced in Years 1-3 in relation to locating and evaluating information sources, employing advanced searches for relevant literature; critically reading and analysing research papers and reports; and utilising a reference management tool to assist with referencing and citation. Year 4 research focuses on the Practice Based Research Project (PBRP) which aims to consolidate the student teacher’s understanding of prior learning, academic research, policy and practice. The research project seeks to develop the student teacher’s practice as s/he endeavours to improve pupils’ learning experience. Input incorporates an introduction to the self-study research approach (LaBoskey, 2004; Samaras, 2011) and the underpinning research methodology, action research (McNiff, 2017; Baumfield et al., 2008); collaborative planning for devising the research question with Treoraithe to allow for an investigation to address both school and student teacher needs; professional conversations with the PBRP tutor and opportunities for individual tutor and peer group feedback; critical reflection and analysis of practice; development and implementation of an action plan; and an evaluation and refinement of the action plan for future teaching. Consideration of the transferable learning skills from the project including autonomous practice-based learning, evidence-gathering, reflection, critical engagement, self-evaluation and commitment to ongoing professional development. The PBRP work incorporates Transversal Skill 1 (Critical Thinking) - DACS 1, 3, 4 and 5. Reflective Practice outside of the Research Project Adoption of a reflective approach and engagement in individual and collective reflection activities. Reflecting on practice using models such as Rolfe et al. (2001), Kolb's Learning Cycle (1084) and Gibbs' Reflective Cycle (1988) and annotated commentary. Making linkages between theory, research and practice. Inclusive Education A critical review of the discourses in relation to Additional Educational Needs, Disability, Diversity, Equality and Inclusion and the implications of these in the post-primary school and classroom. Knowledge of the causes and characteristics of a range of specific learning difficulties, general learning difficulties, language impairment, autism spectrum disorder, developmental coordination disorder, physical disability, and social, emotional and behavioural difficulties. An understanding of the learning needs associated with diverse linguistic, socioeconomic, cultural and ethnic backgrounds. School responses, supports and interventions with a specific focus on the role of the individual class teacher in collaboration with other school personnel and relevant statutory bodies. Pedagogical Approaches and Methodologies Engagement with a broad range of key themes and concepts in Religious Education and the Elective subject (English/History/Music) for post-primary classes. Evaluation of a range of activity-based strategies and methodologies in the relevant subjects and consideration of the creative application of these in the Junior and Senior Cycle classroom context. The diverse needs of learners will be considered and reflection on students’ experience of teaching, learning and assessment will inform the development of student-centred approaches to the teaching, learning and assessment in the Religious Education and English/History/Music classroom. Post professional placement briefings and determination of priority areas for Droichead Professional Placement Briefings; Debrief sessions and group reflection; Module Evaluation; Determination of priority areas for Droichead. Professional Preparation for NQT status Preparation for completing teaching applications and presenting for interview; Preparation for Teaching Council Registration; Input from NIPT in relation to Droichead; Teaching Council; post-primary Teacher Unions and relevant Subject Associations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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