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Module Specifications

Archived Version 2005 - 2006

Module Title Teaching Training Practice
Module Code ES210
School School of Education Studies

Online Module Resources

Module Co-ordinatorProf Joe O'HaraOffice NumberCA115
Level 2 Credit Rating 5
Pre-requisite None
Co-requisite None
Module Aims
7 To facilitate students in their application of session structuring procedures in a peer review environment 7 To allow students engage in a substantial period of guided supervised work-based teaching /facilitation practice

Learning Outcomes
7 Plan, implement and evaluate a broad range of generic teaching and facilitation skills in both the laboratory and the learning centre environment 7 Engage in peer based critical reflection on the process of skill development and implementation 7 Completely observe and describe the key interactions in a learning situation 7 Understand and explain the link between laboratory skills practice and classroom implementation 7 Demonstrate in the work-based practice situation a high level of competence in planning, implementing, assessing and evaluating their teaching/facilitation of learners

Indicative Time Allowances
Lectures 0
Tutorials 0
Laboratories 0
Seminars 0
Independent Learning Time 75

Total 75
Assume that a 5 credit module load represents approximately 75 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.

Indicative Syllabus
The Teacher/Facilitator as Reflective Practitioner: Review of central concepts: Alternative approaches to reflective practice - Action Research, ongoing professional development through practitioner led critical enquiry Skills Development Microteaching: Identification of new skills-lower and higher order questioning, use of examples, working with concepts-formation and development, Peer planning, implementation and evaluation of skills Classroom Observation: The Learning Centre as a learning community - identification of roles and characteristics of key stakeholders in learning centres, interaction with the learning community, exploration of issues of etiquette, confidentiality and stakeholder relationships, guidelines for observation- preparing, structuring, recording observations, understanding the experience - evaluating work-based observation, identification of core teaching skills in everyday classroom practice, adult learning theories in practice-looking at learning management Facilitation and Teaching: Demonstration of acquisition of teaching/facilitation skills in episodic teaching environment
Continuous Assessment100% Examination Weight0%
Indicative Reading List
Essential: 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) London. Routledge Good & Brophy (1996) Looking in Classrooms (6th ed) New York: Harper Row Slavin, R 91994) Education Psychology Theory and Practice Boston. Allen and Bacon McIntyre & McLeod (1997) Investigations of Microteaching London: Addison Wesley Allen, D & Ryan K. (1969) Microteaching London: Addison Wesley Curzon, L.B. (1997) Teaching in Further Education (5th ed) London: Cassell Supplementary Maykut, P and Moorehouse, R (1994) Beginning Qualitative Research: A Practical Guide London: Falmer Press Goodlad S, and Hirst, B. (ed) 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
Programme or List of Programmes
DETDiploma in Education & Training
ETBSc in Education & Training