Registry

Module Specifications

Archived Version 2021 - 2022

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

Following a spiral curriculum approach Education Theories (1) aims to introduce students to the fundamental concepts and themes in the foundation disciplines as these bear on the work of the teacher at second level Psychology of Education The psychology of education component of the module aims to introduce students to the theoretical framework of child and adolescent development within the context of educational settings. Specifically, it will integrate research findings to assist students to develop best practice in helping them to identify developmental milestones across physical, social, emotional and cognitive domains from childhood to adolescence. Philosophy of Education The philosophy of education component of the module aims to explore the role of philosophical enquiry in educational discourse by introducing students to selected themes in the philosophy of education. Sociology of Education The sociology of education component of the module introduces students to the major themes in sociology of education and to the socio-cultural issues that have an impact on the school/classroom community in Ireland.

Learning Outcomes

1. Identify key developmental theorists from childhood to adolescence.
2. Demonstrate a knowledge and understanding of the physical, intellectual/cognitive, social and emotional aspects of development as these bear on the work of the second level teacher.
3. Show an understanding of the philosophical analysis of core educational themes through critical comparison of contrasting philosophical interpretations.
4. Critically appraise the influence of philosophical approaches on the communication and structuring of knowledge in the curriculum.
5. Describe and be able to analyse a number of key socio-cultural issues and their impact on the second level school community.
6. Begin to consider how the foundation disciplines inform the work of the teacher at second level.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	24	No Description
Independent Study	101	No Description
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

Content
Psychology and human development Overview of theories of human development Social and emotional development from childhood to adolescence and adult life with particular reference to the concepts of identity and role The implications of developmental theory for the work of the teacher at second-level. Introduction to philosophy/philosophical method in education through analysis of core educational themes. Introduction to key socio-cultural themes such as access, disadvantage and equality. The implication of the key socio-cultural themes as they impact on the second level school community. Consolidating the link – how the foundation disciplines inform and shape the role and function of teacher at second level.

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

Brendan Walsh: 2011, Education Studies in Ireland: The Key Disciplines, Gill and MacMillan, 9780717147663
Christopher Brooke, Elizabeth Frazer: 2013, Ideas of Education: Philosophy and Politics from Plato to Dewey, Routledge, Taylor and Francis Group, London, New York, 9780203817544
René Descartes: 1998, Discourse on Method and Meditations on First Philosophy, 4th Edition, Penguin, Indiana, USA, 0872204200
Plato: 2005, Early Socratic Dialogues, Penguin, London,
Plato: 1974, Republic, Penguin, London,
Alasdair MacIntyre: 1998, A Short History of Ethics, 2nd Edition, Routledge, UK,
Roger Scruton: 1981, A Short History of Modern Philosophy: From Descartes to Wittgenstein, Routledge, London,
Philip Banyard, Mark N.O. Davies, Christine Norman & Belinda Winder: 2010, Essential Psychology: A Concise Introduction, Sage, London, 978184787538
Daniel Schacter, Daniel Gilbert, Daniel Wegner & Bruce Hood: 2011, Psychology, Palgrave Macmillan, London,
Anita E. Woolfolk, Malcolm Hughes & Vivienne Walkup: 2012, Psychology in Education,, Pearson, London,
Clyde Chitty: 2004, Education Policy in Britain, Palgrave Macmillan, London,
Sheelagh Drudy and Kathleen Lynch: 1993, Schools and Society in Ireland, Gill and Macmillan, Dublin,
Kathleen Lynch & Anne Lodge: 2002, Equality and Power in school : redistribution, recognition and representation, Routledge Falmer, London,
C. Renehan: 2006, Different Planets? Gender attitudes and classroom practice in post-primary teaching, Liffey Press, Dublin,
Perry Share, Mary Corcoran & Brian Conway: 2012, A Sociology of Ireland, Gill and Macmillan, Dublin,

Other Resources

39336, Website, National Council for Curriculum and Assessment (NCCA), 0, NCCA Website, http://www.ncca.ie/, 39337, Website, Department of Education and Skills (DES), 0, DES Website, http://www.education.ie/,

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