Registry
Module Specifications
Archived Version 2019 - 2020
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Description This course focuses on a number of areas related to child development, wellbeing, schooling and society. The psychology component of the module focuses on key psychological issues for teachers' work in the classroom and school system with regard to conflict resolution skills, early school leaving prevention, bullying and substance abuse prevention. It highlights the range of schools of thought in psychology regarding approaches for intervention on these issues, including a critical approach to the strengths and weaknesses of the range of approaches. The History of Education lectures discuss State provision of education in Ireland from 1780 to 1922. A major theme of the lectures is the struggle between the State and the various Christian churches for control of Irish education. That struggle ended at the start of the twentieth century when a “compromise partnership” was established. The Social Context of Schooling component of the module seeks to introduce students to a range of contemporary topics and debates within the sub-field of sociology known as the sociology of education. Using a sociological lens, it explores some of the major issues confronting education today and addresses issues that are relevant to the day-to-day lives of teachers, parents, and children. It considers relationships among actors within schools (teachers, pupils, parents) and the impact of social contexts, national policies and pedagogical practices on children and learning. The SPHE and curriculum ethics components of the module seek to prepare students to teach SPHE and curriculum ethics in all primary schools. It examines social, personal and ethical dimensions of teaching and learning and helps student teachers to understand the importance of SPHE and ethics for children’s well-being and agency in society. Underpinning concepts such as inclusion, self-esteem, democratic practice, equality, critical reflection and dialogue inform process and content choices in the module. Student teachers are enabled to use a range of pedagogical approaches which support the development of particular life skills (such as decision-making and personal safety) and critical and creative thinking skills about SPHE and ethics. The module draws on exemplar curricula and programmes in SPHE and ethical education from national and international contexts. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Understand the importance of research-based evidence for challenging common perceptions about child development, the nature of society, and the experiences of individuals and groups within education systems. 2. Discuss the relationship between the structures and evolution of education in nineteenth century Ireland, on the one hand, and political, economic, and religious factors, on the other. 3. Develop a deeper understanding of the ways in which education can be both a force for individual and social transformation as well as a force for the production of social inequalities. 4. Promote the rights of the child, as enshrined in the United Nations Convention on the Rights of the Child, and in particular the right to voice, agency, equity and diversity. 5. Plan and resource age-appropriate lessons that display an understanding of key underpinning concepts in the module, and that demonstrate a commitment to children’s well-being and agency. 6. To equip teachers' with conflict resolution and bullying prevention skills and develop selfawareness for inclusive school systems for pupils from diverse social backgrounds. | |||||||||||||||||||||||||||||||||||||
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 PsychologyThis component of the module focuses on key psychological issues for teachers' work in the classroom and school system with regard to conflict resolution skills, early school leaving prevention, bullying and substance abuse prevention. It highlights the range of schools of thought in psychology regarding approaches for intervention on these issues, including a critical approach to the strengths and weaknesses of the range of approaches.Social Context of SchoolingThe following areas are covered in the Social Context of Schooling: The sociological imagination and education; Social class, social inequality and education; Schooling and school choice in an era of neo-liberalism; Gender, sexuality and schooling; Bullying and violence in schools; Family diversity, schools and society; Parental involvement in schooling; Intelligence and equality in schooling; Education and equality - policy and legislative contexts; Children, privacy and schooling.HistoryEducation Policy, 1750-1831; Reforms and Initiatives, 1782-1830; Administration of Irish Education, 1831-1900; Educational Reforms, 1900-1922; Educational Provision for Disadvantaged Children.SPHEStructure and aims of the SPHE Curriculum; Inclusion and self-esteem; developing children’s skills (e.g. dealing with feelings, decision-making); development of ground rules and class contracts; child protection and personal safety; sexuality education; LGBT issues in the primary school; teaching methods in SPHE; integration, planning and assessment; resource exploration and evaluation.Curriculum EthicsEthical dimensions of teaching and learning; the ethical teacher; values frameworks; patronage models in Irish primary schools (ethos & ethical/religious curricula); ethics and the environment (treatment/exploitation of plants & animals); equality and social justice (gender stereotyping, discrimination, migrants, asylum seekers, human rights); perceptions of children and childhood; understanding of reality and knowledge. | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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