Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module will introduce student teachers to History as an area of learning in post-primary education in Ireland. Participating in this module will develop knowledge and understanding of how classroom practice meets curricular framework requirements for Junior and Senior Cycle History. The module aims to develop student teachers' subject specific pedagogical content knowledge and their personal and professional identities as educators. Student teachers will be supported in becoming responsive and reflective practitioners and confident curriculum makers, through individual and collaborative engagement. The module will explore how practice is underpinned by theory in the context of professional learning. Student teachers will examine the role of inclusive practice and care in the creation of equitable learning experiences for all students. Engaging in this module will advance student teachers' communicative, digital and interpersonal skills and enable them to establish effective and creative learning environments. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Critically engage with the Junior and Senior Cycle curricular guidelines for History, with particular reference to curricular reform. 2. Reflect on their emerging professional identity as subject experts and autonomous practitioners and on their capacity to foster professional relationships with students, parents, colleagues and members of the wider school community and teaching profession. 3. Critically evaluate and reflect on the theoretical underpinnings of a range of methods and resources to support and encourage students to take ownership of their learning through individual and collaborative engagement. 4. Devise and develop differentiated and inclusive teaching, learning and assessment strategies that enable all students to progress in accordance with their potential. 5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development. 6. Design learning experiences that support the development of a creative mindset. 7. Explore the role of digital technologies in supporting teaching, learning and assessment for all students. 8. Demonstrate a capacity to promote literacy and numeracy in relation to subject discipline. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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
Introduction to Subject Specific Pedagogical Content Knowledge Introduction to subject specific inclusive pedagogical practices through modelled workshops and demonstrations. Explore, develop and reflect on teaching, learning and assessment practices in workshops and online lectures. Core Values of Teaching and Professional Practice Development of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communities. The Teacher/Facilitator as Curriculum Maker and Reflective Practitioner Synthesise key curricular and pedagogical concepts through Junior and Senior Cycle lesson design, implementation and reflection to construct a professional vision of quality teaching, learning and assessment. Theory and Practice Engagement with relevant learning artefacts (e.g. curricular resources, digital and sensory stimuli, academic literature, policy documents etc.) to understand the relationship between theory and practice. Methodologies for Teaching History Universal task design including teacher exposition, concept development, multiple entry points and flexible options for engagement, representation, action and expression; Classroom talk including whole class, small group, discussions, debates, jigsaw groups and effective questioning; Drama based methods including role play, freeze frames, storytelling, narratives and teacher-in-role; Reading and writing including visual and textual source analysis, modelling, narrative and discursive writing; Digital technologies including visual images, video, digital archives and digital resource design and creation; Participative learning methods including group work, pair work, and game-based learning activities and non digital resource design and creation. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles:
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Other Resources
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