Module: Reflective Work-based Practice

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Reflective Work-based Practice
Module Code	EDU1104 (ITS: ES2120)
Faculty	DCU Institute of Education	School	Policy & Professional Practice
NFQ level	8	Credit Rating	10

Description

The purpose of this module is to allow learners engage in a substantial period of work-based tutoring, training and/ or facilitation practice in an educational or training environment, this module links professional practice to the future teaching practice within the programme. Learners will a engage in observation and a focused period of delivery in education and / or training settings. Learners will present a portfolio of learning materials and critical reflections on professional practice based on their work-based experience.

Learning Outcomes

1. 1D8779B9-2ECC-0001-C4F0-12861E48DAB0
2. Observe and critically review the planning, delivery, assessment and evaluation of work-based learning episode/s
5. 1
6. 1D8779B9-3441-0001-D332-10001B00CDF0
7. Plan and deliver work-based learning episode/s
10. 2
11. 1D8779B9-37AF-0001-A18F-1700262BFAC0
12. Demonstrate a high level of competence in planning, assessing and evaluation of the teaching/ facilitation of learners for a work-based scenario
15. 3
16. 1D8779B9-3EE0-0001-37DE-13D0F2301AC0
17. Identify gaps in own professional practice and suggest ways of improving own professional practice
20. 4

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Tutorial	20	No Description
Lecture	30	Work-based placement
Independent Study	150	No Description
Online activity	50	No Description
Total Workload: 250

Section Breakdown
CRN	20370	Part of Term	Semester 2
Coursework	100%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	N
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Orna Farrell	Module Teacher	Jane O'Kelly, Joe O'Hara, John Lalor

Type	Description	% of total	Assessment Date
Assessment Breakdown

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

Theme 1:
The student engages in work-based tutoring/ training practice, which would include observation and reflection by student on work-based tutoring/ training practice. It would involve critical reflection on the application of theory introduced from other modules, such as the Tutor/Facilitator as Reflective Practitioner, Microteaching skills and Classroom Observation Skills, in tutoring/ training practice. It would culminate in the demonstration of acquisition of tutoring/facilitation skills in episodic learning environment, which involves preparation, implementation and evaluation of a tutoring session.

Theme 2:
Portfolio Preparation - Planning (Lesson plans/ Learner needs analysis/ Content and Resource development), Delivery (Teaching strategies/ Classroom Mediation), Assessment (Modes of Assessment) and Evaluation.

Indicative Reading List

Books:

Joyce, B & Weil, M: 1996, Models of Teaching, Allyn and Bacon,
Cohen, L , Mannion, R., Morrisson, K.: 1996, A Guide to Teaching Practice, 4th Ed, Routledge, London,
Good & Brophy: 1996, Looking in Classrooms (6th ed), New York: Harper Row,
Slavin, R: 1994, Education Psychology Theory and Practice, Allen and Bacon, Boston,
McIntyre & McLeod: 1997, Investigations of Microteaching, Addison Wesley, London,
Curzon, L.B.: 1997, Teaching in Further Education, (5th ed), Cassell, London,
Maykut, P and Moorehouse, R: 1994, Beginning Qualitative Research: A Practical Guide, London: Falmer Press,
Goodlad S, and Hirst, B. (eds): 0, Explorations in Peer Tutoring, Basil Blackwell,
Brown, A. and Dowling, Pl: 1998, Doing Research/Reading Research: A Mode of Integration for Education, London: Falmer Press,

Articles:
None

Other Resources

None