Latest Module Specifications
Current Academic Year 2025 - 2026
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Description History of Education introduces students to the development of education at primary and post-primary levels in Ireland. It highlights patterns of development, engagement and provision in relation to the various parties involved in provision since the inception of the primary system. It encourages students to engage with the various philosophical and legislative issues pertaining to schooling as a historically and contemporaneously contested territory. It also raises students’ awareness of educational policy in relation to teaching, curriculum and the teaching body. The purpose of this module is to critically examine the evolution of education and educational policy in the Irish context. Students will examine significant developments in the evolution of classroom practice and teaching as a profession. The module will support students in adopting a critical approach to recent developments such as relevant legislation, curricular change, and the impact of partner bodies such as the Teaching Council. Working collaboratively within the module, students will appraise the nature of professional and legislative accountability and responsibility in Irish education. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically reflect on different historical perspectives and appraise their impact on teaching and learning in contemporary Post Primary Education. 2. Synthesize the major historical concepts and theoretical perspectives and interpret their influence on education policy and practice in contemporary post primary education 3. Appraise the relevance of the History of Education in the development of the Irish post primary education system 4. Investigate how the History of Education informs the practice of post primary teachers in the Irish education system 5. Apply a critical understanding of the history of teaching and learning and recognise it's manifestation in modern day, post primary education. 6. Critically reflect on and appraise their role as professional practitioners not only in terms of current legislation and guidance but within the context of the development of practice, in particular, over the last three decades. 7. Recognise the importance of pupil fulfilment, intellectually and socially, within schooling. 8. Appreciate the role of the teacher as a facilitator of learning, a professional who constantly reflects upon attainment and ways of improving attainment. 9. Understand the school as a 'whole working body', characterised by collegial partnership with educational bodies, agencies and organisations. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
The role of historical discourse in educational enquiry Irish Education 1800-1960 Primary Schooling Irish Education 1800-1960 Secondary Schooling Irish Eduction 1800-1960 Technical/Vocational Education Irish Eduction 1800-1960 University Education Irish Education Post 1960 Overview of educational change in Ireland 1960-2013. Irish Education Post 1960 Education in the Irish Constitution Irish Education Post 1960 Role of Government Irish Education Post 1960 Role of OECD and EU in Irish Education Irish Education Post 1960 Early Childhood and Primary Schooling Irish Education Post 1960 Post-primary Schooling Irish Education Post 1960 Irish Cultural Heritage and Changing Society Irish Education Post 1960 Teaching Profession Irish Education Post 1960 Adult and Higher Education Irish Education Post 1960 Special Education Needs Irish Education Post 1960 Education Structures | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
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Other Resources None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||