Registry
Module Specifications
Archived Version 2017 - 2018
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Description The purpose of this module is to enquire into the nature of values and their relevance in a broad range of education and training settings, including traditional, vocational, adult and further education contexts. The module will address the area of values from the perspective of individual identity, interculturalism and the reflective practitioner. Students will be introduced to theoretical models addressing both teaching of values and teaching values. | |||||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Outline the role of values in education and training. 2. Describe how values impact on the roles of educators and trainers. 3. Develop an appreciation of moral reasoning as a means to enhanced intercultural understanding 4. Examine the relationship between individual identity and active citizenship. 5. Explore the concept of intercultural understanding in education and training contexts. 6. Design curricula which recognise the diversity of values, identity and culture in education and training contexts and which could be implemented in a wide range of such settings. 7. Devise effective training methodologies for diverse educational settings in a variety of contexts including further and continuing education. 8. Explore the values of tolerance, respect, responsibility, democracy and recognition as the bases for intercultural understanding and education | |||||||||||||||||||||||||||||||||||||||||
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 Theme 1Values in Education and Values Education: examines the implications of values in a wide range of education and training contexts.Theme 2The Hidden Curriculum: investigates how the values of an organisation can have implications for the entire organisation with particular reference to espoused values and actual values as perceived through day-to-day interactions in the organisation.Theme 3The Reflective Practitioner: an exploration of values and attitudes from the individual perspective of the practitioner and the impact on practice.Theme 4Issues of Identity: examines a range of key texts in relation to international, national and cultural identity.Theme 5Inclusive Citizenship: examines curricula in the area of civic, social and political education with a view to developing an inclusive curriculum in a range of education and training settings.Theme 6Interculturalism: looks at the move from monocultural educational settings through multiculturalism to interculturalism, and the implications for education and training.Theme 7Inclusive Learning: explores the impact of learning theories, different learning styles and training methodologies from the perspective of values, identity and interculturalism. | |||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 10831, Website, Smith, M.K., 2000, Curriculum theory and practice:the encyclopedia of informal education, www.infed.org/biblio/b-curric.htm, | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes |
BET | BSc in Education & Training |
BETF | BSc Education & Training (FACE) - Flexi |
ET | BSc in Education & Training |
ETF | BSc Education & Training (FACE) -Daytime |
- See the module specification for ES320 in 2003 - 2004
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- See the module specification for ES320 in 2017 - 2018
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- See the module specification for the current year