Latest Module Specifications
Current Academic Year 2025 - 2026
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Description To introduce students to the intellectual, cognitive, social and emotional aspects of human development as these bear on the work of the teacher at second level. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Demonstrate a knowledge and understanding of the intellectual/cognitive, social and emotional aspects of human development. 2. Engage with a variety of questions concerning the different aspects of human development. 3. Show how key aspects of developmental theory contribute to an understanding of the world of learners at second level. 4. Show an understanding of the implications of developmental theory for the work of the teacher at second-level. 5. Show an understanding of key aspects of constructivist learning theory (cognitive and social). 6. Display knowledge of the relationship between intellectual and other aspects of human development and performance at academic subjects. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Psychology and human development Learning to teach requires an understanding of the diverse contexts of adolescents’ lives and the changing and multiple concepts of children and childhoods. It requires knowledge of prior learning experiences and development. This section of the module considers a range of topics including the nature/nurture debate, the factors that influence human development, personality and individual difference, and learning and developmental theories (cognitive and social constructivism, socio-emotional development and others). It includes the study of the nature of advanced abstract/formal thinking. Teacher as Professional Professionalism is fostered through a growing understanding of varying abilities pertaining to the student cohort range (12-18). Professional Relationships and working with parents Understanding the role of family/home context in the foundational theories of adolescent learning, development and well‐being are explored within this module. Inclusive Education Through the consideration of various learning theories, students reflect upon and consider the importance of fostering appropriate learning environments to provide for the learning needs of all pupils (for example, the importance of differentiation, scaffolding learning etc.). Integrated Learning Opportunities Students consider the importance of learning theories which helps to provide a foundation for the understanding of changes to the syllabi and curricular enactment (covered in detail in other foundation discipline modules). Research-Informed Insights The module is informed by research pertaining to the discipline, and students are encouraged and supported to engage with current research on teaching and learning in particular as it pertains to the Irish Education system (for example, policy documents, relevant academic journals etc). Creative, Critical and Reflective Thinking Students are prompted to think critically about the topics discussed in this module. This is fostered through detailed lectures, support via online/digital resources coupled with suitable recommended reading. Critical, creative and reflective thinking is encouraged via the type of assignment employed, in-’class’ discussion through interactive digital resources, and the nature of readings students are encouraged to engage with. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
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