Module: Professional Skills & Practice

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Professional Skills & Practice
Module Code	EDU1088 (ITS: ES229)
Faculty	STEM Ed, Innov, Global Studies	School	DCU Institute of Education
NFQ level	8	Credit Rating	5

Description

The purpose of this module is to allow learners reflect on their future role as educators or trainers and begin to develop a personal philosophy of education. Learners will engage in a series of lectures and workshops which will promote discussion and critical thought on key themes within the professional development of educators, such as the Reflective Practitioner, professionalism, Korthagen's Framework for Structured Reflection and Teacher Professional Development, Teaching Council of Ireland's Code of professional practice for teachers and critical reflection. Learners will reflect on key themes and readings presented in lectures.

Learning Outcomes

1. Identify established codes of good practice for educators/ trainers
2. 1D64A6EC-868A-0001-8ED6-1C80148041A0
3. Articulate personal vision for teaching and learning in further education and/ or training

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	12	Lectures within key themes as highlighted.
Tutorial	12	Workshops on key themes such as the Hidden Curriculum or Critical writing
Assignment Completion	46	Reflective components- critical reflections on key concepts introduced in lectures and readings within this thematic area.
Independent Study	55	Reading/ Independent study time
Total Workload: 125

Section Breakdown
CRN	20360	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale		Pass Both Elements	Y
Resit Category		Best Mark	N
Module Co-ordinator	John Lalor	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Indicative Assignment:Part 1: [50%] Each student is required to create either a Power-point presentation or a short video (max. 5 minutes) that creatively articulates their Personal vision for teaching and learning, explaining the types of learning experiences and learning environments they wish to foster based on a critical review of theories, frameworks and/ or codes of professional practice introduced in this module. Part 2: [50%] In groups of 6-8, provide a critique of any three of the five core readings examining ways in which each article challenges and/ or contributes to Korthagen’s framework for reflection and teacher professional development? Justify and prioritise the ideas, c	100%	Week 1

Reassessment Requirement Type
Resit arrangements are explained by the following categories; RC1: A resit is available for both^* components of the module. RC2: No resit is available for a 100% coursework module. RC3: No resit is available for the coursework component where there is a coursework and summative examination element. ^* ‘Both’ is used in the context of the module having a coursework/summative examination split; where the module is 100% coursework, there will also be a resit of the assessment

Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

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

Indicative Content and Learning Activities

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Indicative Reading List

Books:

Cohen, L , Mannion, R., Morrisson, K.: 2010, A Guide to Teaching Practice (5th ed) London. Routledge, Routledge, ISBN-10: 0415485584 ISBN-13: 978-0415485586
Thompson, J.G.: 2009, The First-Year Teacher's Checklist: A Quick Reference for Classroom Success, 1 edition (April 20, 2009), Jossey-Bass, ISBN-10: 0470390042/ ISBN-13: 978-0470390047
Barkley, E. F.: 2009, Student Engagement Techniques: A Handbook for College Faculty (Higher and Adult Education Series), Jossey-Bass, ISBN-10: 047028191X / ISBN-13: 978-0470281918
Roffey-Barentsen, J. & Malthouse, R.: 2009, Reflective Practice in the Lifelong Learning Sector, Learning Matters, ISBN-10: 1844451844/ ISBN-13: 978-1844451845
Armitage, A., Bryant, B., Dunnill, R., Flanagan, K., Hayes,D., Hudson, A., Kent, J., Shirley Lawes, S., Renwick, M.: 2007, Teaching and Training in Post-compulsory Education, Open University Press, ISBN-10: 0335222676 / ISBN-13: 978-0335222674
Day, C.& Sachs, J.: 2005, International Handbook On The Continuing Professional Development Of Teachers, Open University Press, ISBN-10: 0335220258/ ISBN-13: 978-0335220250
Curzon, L.B.: 2003, Teaching in Further Education (5th ed) London: Cassell, Continuum International Publishing Group Ltd.; 6New Ed edition,
McIntyre & McLeod: 1997, Investigations of Microteaching London: Addison Wesley,
Goodlad S, and Hirst, B. (eds): 0, Explorations in Peer Tutoring, Basil Blackwell,

Articles:

Zyngier, D. (2007) (Re) conceptualising student engagement: Doing Education not doing time. IN Teaching and Teacher Education 24 (2008) 1765–1776. Elsevier.: 0, 11155
2004: In search of the essence of a good teacher: towards a more holistic approach in teacher education, Teaching and Teacher Education, 20, 77–97, 11156, 1
Teachers’ Voices on Reflective Practice: Reflective Practice, Vol. 4, No. 3, October 2003, 11157, 1, Carr, D. and Landon, J. (1999) Teachers and Schools as Agencies of Values Education: Reflections on teachers’ perceptions. Part 2: The hidden Curriculum. IN Journal of Beliefs and Values, Vol. 20,(1999) No. 1.21-29.Taylor and Francis.
11158: 1, Hargreaves, A. and Goodson, I., 1996, Teacher's Professional Lives: Aspirations and Actualities.,
1: Gatto, J., 1991, Six Lesson Schoolteacher, http://www.cantrip.org/gatto.html?seenIEPage=1

Other Resources

Website: Teaching Council Ireland, 2010, Code of Professional Conduct, http://www.teachingcouncil.ie/_fileupload/Professional%20Standards/code_of_conduct_2012_web%2019June2012.pdf,
Website: Teaching Council Ireland, 2010, Reflection; http://www.teachingcouncil.ie/_fileupload/Professional%20Standards/2012%202nd%20edition/WEB_11518_tc_code_leaflet_eng.pdf,