Module: Psychology applied to Teaching & Learning

Latest Module Specifications

Current Academic Year 2025 - 2026

Module Title	Psychology applied to Teaching & Learning
Module Code	EDU1179 (ITS: ED8017)
Faculty	Human Development	School	DCU Institute of Education
NFQ level	9	Credit Rating	10

Description

This module explores psychological theories of learning and behaviour with a specific focus on their application in an educational context. Students will be equipped with a critical awareness of the relevance of psychological theories for understanding and optimising pupil learning. engagement behaviour. and relationships. Attention is also devoted to developing an understanding of parent-teacher relationships (particularly parents of students with special educational needs) and how such relationships might be strengthened so as to enhance pupil and parents’ learning and well-being.

Learning Outcomes

1. Build on their prior learning and life experiences and actively seek out opportunities to develop professionally.
2. Develop a critical awareness of the relevance of psychological theories for understanding and managing: pupil engagement, learning, behaviour; and relationships (including parent-teacher relationships.
3. Develop an informed understanding of how to apply psychological principles to optimise pupils’ classroom experience
4. Engage in independent thought and constructive reflection through an exploration of their role as teachers in contemporary societies.

*Type*	*Hours*	*Description*
Workload	Full time hours per semester
Lecture	21	No Description
Independent Study	229	No Description
Total Workload: 250

Section Breakdown
CRN	21120	Part of Term	Semester 2
Coursework	0%	Examination Weight	0%
Grade Scale	40PASS	Pass Both Elements	Y
Resit Category	RC1	Best Mark	N
Module Co-ordinator	Maeve Dupont	Module Teacher

Type	Description	% of total	Assessment Date
Assessment Breakdown
Assignment	Students will be required to draw on their knowledge of psychological theories (and professional experience) in order to evaluate/make sense of a classroom situation. They will critically analyse relevant literature in order to suggest how to address identified concerns and overcome or minimise the impact of barriers to success.	100%	n/a

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

Psychological theories and research

Information processing theories of cognitive development

Behavioural learning theory in the classroom

Cognitive behavioural theory applied to educational contexts

Ecosystemic theory in the classroom

Psychology of prejudice in children

Collaborating with parents

Indicative Reading List

Books:

Slavin, R.: 2013, Educational psychology : Pearson new international edition pdf ebook : theory and practice., Pearson Education, Limited,
Aronson, E., Wilson, T.D. & Sommers, S.: 2021, Social Psychology, 10th, Pearson, Essex,
Seligman, M.: 2000, Conducting effective conferences with parents of children with disabilities: A guide for teachers., London, The Guilford Press,
Bigler, R., Wright, Y.: 2014, Child Development Perspectives, The Society for Research in Child Development,

Articles:
None

Other Resources

None