Latest Module Specifications
Current Academic Year 2025 - 2026
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Description (1) Module Objective: Student teachers will be able to research, plan, teach/re-teach, assess, reflect on, and peer evaluate lessons in Religious Education and in the Elective subject (English/History/Music) in an online synchronous peer teaching forum (TOP1) and in a face-to-face micro placement school context (MP1) with Year 1 post-primary pupils in order to develop the skill sets intrinsic to the module with a specific focus in the theme of 'Teacher Identity as a Communicator'. (2) Mode of Delivery: Face-to-face delivery in the main with supporting online input. (3) Description of period of supervised professional placement: The theme for Year 1 Professional Placement is the 'Teacher as Communicator'. Semester 1-2: Teaching Online Programme 1 (TOP1) Professional Placement (4 weeks) Students partake in a Teaching Online Programme (TOP1) with a focus on post-primary Year 1 content in Religious Education and in the Elective subject (English/History/Music). The components of the programme consist of: (a) An online investigation of a school context to inform preparation and planning for lessons. Activities undertaken on the Loop Reflect platform include an investigation of the context and mission statement of the chosen school; an exploration of the school culture and values; a review of the school approach to partnership and communication with parents; an examination of school assessment and approaches to inclusion, diversity, literacy and numeracy; an initial research exercise to inform the investigation; and the compilation of a short video about the student teacher role and identity as communicator. (b) Student teachers will prepare a Draft Lesson Plan on an assigned learning outcome / topic for each subject area which will be reviewed by the TOP1 tutors and feedback given. (c) Student teachers will research content and plan Year 1 lessons on set learning outcomes / topics in Year 1 post-primary Religious Education and in the Elective subject (English / History / Music) informed by the contextual investigations at (a) above. (d) Each student will peer teach ONE 30 minute synchronous lesson on Zoom to their peer group on an assigned learning outcome / topic in EITHER Religious Education OR in the Elective subject (English/History/Music) which will be observed by the TOP1 tutor. (e) Student teachers will engage in professional conversations with their TOP1 tutor in reflective feedback sessions which will inform future planning. Written feedback is provided on the assessment formative feedback document TSOI1. (f) Student teachers will engage in lesson plan annotated reflective practice and weekly reflective practice. (g) The creation and maintenance of the Taisce (E-portfolio) and associated work (Loop Reflect Taisce activities) for all materials relating to TOP1 professional placement (4 weeks) is an essential requirement as is the professionalism of the student teacher in all matters relating to the TOP1 professional placement. Semester 2: Micro Placement 1 (MP1) (5 days) Students partake in a Micro Placement Programme (MP1) with a focus on post-primary Year 1 content in Religious Education and in the Elective subject (English/History/Music). The components of the programme consist of: (a) Group review and reflection of all feedback from the Semester 1 synchronous peer teaching individual lessons. Group research and planning to re-teach in a team teaching format one of the topics from semester 1 in EITHER Religious Education OR in the Elective subject (English/History/Music) to a class group of Year 1 post-primary pupils. Progression from the individual synchronous peer teaching, learning and assessment is now re-focused on face-to-face team teaching, learning and assessment of first year pupils. (b) Collaborative group planning in preparation for each group member to teach a segment of a full class period to Junior Cycle pupils in a face-to-face setting. (c) Individual and Group reflection exercises (d) The creation and maintenance of the MP1 section of the Taisce (E-portfolio) and associated work (5 days) is an essential requirement as is the professionalism of the student teacher in all matters relating to the MP1 professional placement work. (4) Percentage grade required to pass the module: Assessment of this module is on a pass/fail basis and the minimum percentage required to pass the module overall is 40%. The elements of the assessment are weighted. TOP1 has a 70% weighting and MP1 has a 30% weighting. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a knowledge and understanding of Teaching Council and BREHM programme documentation in relation to the Teaching Online Programme 1 (TOP1) and the Micro Placement (MP1) professional placements with a specific focus on professional and ethical behaviour in research, planning, preparation, preparation, practice and assessment during the module professional placement periods 2. Critically analyse website materials and linked documentation of a post-primary school context; engage with the professional placement Taisce activities on Loop Reflect; and utilise the findings in the development of planning for practice. 3. Create and maintain the Taisce (E-portfolio) comprising TOP1 and MP1 folders for Religious Education planning and associated materials; for the Elective subject (English/History/Music) planning and associated materials; Taisce Loop Reflect professional placement activities (e.g. activities investigating school context, mission, values, culture, working with parents, inclusive education, research activities etc.); general professional placement documentation; and individual/group reflective activities and peer evaluation exercises. 4. Demonstrate appropriate core teacher skills (appropriate to the level of the student teacher) in researching and planning for, and executing lessons, synchronously online to peers (TOP1) and face-to-face with first year post-primary pupils (MP1) as set out in the Student Teacher Skills Progression Path (see relevant Professional Placement Handbook and Year 1 Teacher Skills Observation Instrument (TSOI1) and Micro Placement 1 (MP1) Assessment Document for full breakdown of Teacher Skills Progression Path) 5. Competently utilise online technology / in-class technology for educational purposes 6. Critically engage in individual and group reflective practice to inform and develop practice 7. Critically engage in individual and peer evaluation to enhance future planning and practice 8. Develop research skills by strategically designing literature searches using the online library search facility and databases and citing sources correctly using an appropriate referencing system 9. Incorporate the principles of child protection and online safety into planning and practice | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 and assessment of professional placement Knowledge and understanding of key Teaching Council and programme documents relating to professional placement and assessment with a specific focus on the Teaching Council (2016) Code of Professional Conduct. Ethical and Professional Standards An introduction to the concepts of teacher professionalism and ethical and professional practice; and the core values inherent to this including trust, integrity, care and respect. An exploration of what it means to work in a collaborative and collegial manner while engaging in individual and collective critical reflection in a respectful and agentic manner. Introduction to the legal and professional and professional aspects of a teacher's position in relation to pupils with an emphasis on child safeguarding and online safety. Context and Engagement Loop Reflect Research and Taisce Activities Analysis of research outcomes relating to a school setting and engagement in activities to inform teaching, learning and assessment. A specific focus will be placed on researching school context, mission and values; school culture; cultural and socio-economic factors; post-primary Year 1 curriculum in Religious Education and the Elective subject (English/History/Music); inclusive practice; working with parents/guardians. Research, Preparation and Planning Competence in preparatory research and planning for lessons and developing resources with a focus on the post-primary Junior Cycle Year 1 context. Application of theories of lesson structure, learning, curriculum, pedagogy, assessment, inclusive practice, and technology while cognisant of the school research from Context and Engagement Taisce activities. Key Skills and Competencies Competence in the application of key skills for TOP1 online peer teaching and MP1 face-to-face team teaching in Religious Education and in the Elective subject as set out in the Year 1 Student Teacher Skill Set of the programme (see Professional Placement Handbook for the specific academic year; TOP1/MT1 Assignment Brief for the specific academic year; Teaching Skills Observation Instrument (TSOI1); and Micro Placement 1 (MP1) Assessment Document for the specific academic year). The Transversal Skill, Teamwork and Collaboration, DACS 2 and DACS 5 is also incorporated in this module. Technology for Educational Purposes Application of technology for educational purposes in online and in-class teaching, learning and assessment Reflective Practice Introduction to the concept of reflective practice. Engagement in individual and group (peer) reflection activities Self-Evaluation and Peer-Evaluation Development of a self-evaluation stance in relation to professional preparation and practice. Engagement in peer-evaluation of teaching resources. Taisce (E-portfolio incorporating Loop Reflect Taisce activities) The creative and innovative documentation of student teacher engagement with, and enactment of, curriculum, lesson design, pedagogic, assessment and technological theories to practice; the practice of self- and peer-evaluation; and reflections on research, planning and practice (incorporating school context, culture, inclusive education, and working with parents). Introduction to Research Skills and to linking theory and practice as a method of professional development Introduction to research skills for literature searching and referencing to include: using library search facilities and databases; refining searches; citing sources using an appropriate referencing system. Engagement with LETS (Library E-Tutorial for Students) modules on types of information sources; locating books and articles; introduction to databases and effective search techniques. Engagement with educational theory and research and liking linkages between this body of knowledge and the development of professional practice. Post Professional Placement Briefings and Review & Determination of Priority Areas for next Placement Professional Placement Briefings; Debrief sessions and group reflection; Module Evaluation; Determination of priority areas for next professional placement and research/work on those areas; Preparation for professional placement during the next academic year | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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