Registry

Module Specifications

Archived Version 2020 - 2021

Module Title
Module Code
School
Online Module Resources
NFQ level	8	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

Students partake in an online peer teaching programme with a focus on post-primary school Year 1. The online placement element of the programme consists of a number of components - school profiling; planning for, and executing lessons in Religious Education and the Elective subject area (English or History or Music); and reflection and evaluation exercises. The compilation and maintenance of, an Eportfolio for all materials relating to the placement is an essential requirement of the programme as is the professionalism of the student teacher in all matters relating to the placement.

Learning Outcomes

1. Demonstrate a knowledge and understanding of Teaching Council and Programme Documentation in relation to school placement and professional preparation and practice
2. Analyse key documentation of an assigned placement setting and utilise the findings in the development of planning for practice in that particular setting
3. Establish and maintain an E-portfolio containing folders for Religious Education, Elective subject (English or History or Music), General School Placement documentation, and reflective and evaluation exercises.
4. Demonstrate appropriate core teacher skills in planning for and executing lessons as set out in the Student Teacher Skills Progression Path in an online context (see School Placement Handbook and Year 1 Teacher Skills Observation Instrument for full breakdown of Teacher Skills Progression Path)
5. Utilise online technology for educational purposes
6. Critically engage in reflective and self-evaluation practice
7. Adopt ethical and professional behaviour in relation to professional practice

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	30	LO 1-7
Professional Practice	50	Professional Practice and Related Activities (LO 1-7)
Portfolio Preparation	40	Preparation and maintenance of E-portfolio (LO 3)
Tutorial	5	Meetings with subject-specific tutors (LO 1-7)
Total Workload: 125

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

Knowledge and understanding of the key documents for School Placement
School Placement Handbook; Programme Regulations; Marks and Standards; Teaching Skills Observation Instrument 1 (TSOI 1); Teaching Council documentation relating to Professional Practice and to School Placement

Knowledge and understanding of the nature of teaching, learning and assessment
Knowledge and understanding of theories relating to learning, teaching and assessment

School Profiling
Analysis of materials relating to a particular school setting to inform teaching and learning

Preparation and Planning
Competence in planning for lessons and developing resources with a particular focus on Year 1 post-primary context

Key Skills and Competencies relating to Online Peer Teaching
Competence in the application of key skills for online peer teaching in Religious Education and in the Elective subject as set out in the Year 1 Student Teacher Skill Set of the programme (see School Placement Handbook and TSOI 1)

Technology for Educational Purposes
Application for online teaching and learning

Reflective Practice
Adoption of a reflective approach to teaching and learning

Self-Evaluation
Development of a self-evaluation stance in relation to professional preparation, practice and development

Ethical and Professional Standards
Application of ethical and professional standards as set out by the Teaching Council of Ireland and in the School Placement Handbook in all matters relating to the module

E-portfolio
Maintenance of an E-portfolio containing all materials relating to the preparation and practice elements of the module and reflective and evaluation activities.

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

Reassessment Requirement
Resit arrangements are explained by the following categories; 1 = A resit is available for all components of the module 2 = No resit is available for 100% continuous assessment module 3 = No resit is available for the continuous assessment component
Unavailable

Indicative Reading List

The Teaching Council: 2013, Guidelines on School Placement, https://www.teachingcouncil.ie/Website/en/_fileupload/Teacher-Education/School-Placement/Guidelines-on-School-Placement.pdf,
The Teaching Council of Ireland: 2016, Code of Professional Conduct for Teachers, Updated 2nd edition, https://www.teachingcouncil.ie/en/Publications/Fitness-to-Teach/Code-of-Professional-Conduct-for-Teachers1.pdf,
The Teaching Council of Ireland: 2017, Initial Teacher Education: Criteria and guidelines for Programme Providers, Revised Edition March 2017, https://www.teachingcouncil.ie/en/Publications/Teacher-Education/Final-Criteria-and-Guidelines-for-Programme-Providers.pdf,
DCU Institute of Education: 2020, BRelEd School Placement Handbook,
DCU Institute of Education: 2020, Marks and Standards,
DCU Institute of Education: 2020, Programme Regulations - Bachelor of Religious Education and English,
DCU Institute of Education: 2020, Programme Regulations - Bachelor of Religious Education and History,
DCU Institute of Education: 2020, Programme Regulations - Bachelor of Religious Education and Music,
Cohen, L., Manion, L., Morrison, K. and Wyse, D.: 2010, A Guide to Teaching Practice, Revised 5th edition, Routledge, London,
Ko S.S. and Rossen, S.: 2008, Teaching Online: a practical guide, 2nd edition, Routledge, London,
Kyriacou, C.: 2007, Essential Teaching Skills, 3rd edition, Nelson Thornes Ltd., Cheltenham,
Leibling, M. and Prior, R.: 2005, The A-Z of Learning: Tips and Techniques for Teachers, Routledge Falmer, Abingdon,
Petty, G.: 2009, Teaching Today: A practical guide, 4th edition, Nelson Thornes, Cheltenham,
Pollard. A.: 2011, Reflective Teaching: evidence-informed professional pratcie, 3rd edition, Continuum International Publishing, New York,
Salmon, G.: 2002, E-tivities: the key to active online professional practice, 3rd edition, Kogan Page, London,
Smith, I.: 2014, Assessment and learning pocketbook, 2nd edition, Teachers' Pocketbooks, Hampshire, UK,
Spencer, P.: 2011, Surviving your Teaching Practice, McGraw Hill / Open University, Maidehead,
Spendlove, D.: 2009, Putting Assessment for learning into practice, Continuum, London,
Thompson, C. and Wolstencroft, P.: 2018, The Trainee Teacher's Handbook, Sage, London,
Walsh, B. and Dolan, R.: 2009, Guide to Teaching Practice in Ireland, Gill and MacMillan, Dublin,

Other Resources

40109, Website, 0, Department of Education and Skills, https;//www.education.ie/en/, 40110, Website, 0, Junior Cycle for Teachers (JCT), https://www.jct.ie/home/home.php, 40111, Website, 0, National Council for Curriculum and Assessment for Schools, http://www.ncca.ie, 40112, Website, 0, National Council for Special Education (NCSE), https://www.ncse.ie/, 40113, Website, 0, Professional Development Service for Teachers (PDST), https://www.pdst.ie/, 40114, Website, 0, The Teaching Council of Ireland, http://teachingcouncil.ie/en/,

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