Registry
Module Specifications
Archived Version 2020 - 2021
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Description Teaching Studies This part of the module provides students with opportunities to investigate important aspects of classrooms and teaching from various theoretical and practical perspectives. Students will become familiar with a range of pedagogical strategies and approaches and they will be facilitated in exploring ways of applying these creatively, taking account of the requirements of children's learning in different knowledge domains and in different contexts. This module will also facilitate students' understanding of, and critical reflection on, key issues relating to classroom management and the creation of inclusive and enriching teaching and learning environments. Teacher as Professional This part of the module enables students to engage in a reflective manner with theories and frameworks of teacher professionalism that enrich children’s learning. Manifestations of professional values and standards in classroom/school life and in a placement context are explored and critiqued in an iterative, integrated manner. Students develop their knowledge and understanding of their own professional responsibilities through school-based mentoring vignettes. The legal concept of a teacher’s duty of care provides the learning context for students to analyse the application of law to professional practice; students’ capacities to make informed, fair and balanced professional judgments to promote children’s learning and welfare best interests are developed throughout this module. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Show evidence of knowledge and understanding of a range of pedagogical strategies and approaches, and their theoretical underpinnings, and make appropriate professional choices in their efforts to promote the learning and welfare of children in the primary classroom. 2. Make appropriate professional choices in their efforts to promote the learning and welfare of children and to help children to become confident, successful learners. 3. Become aware of the relationship between effective classroom management and effective teaching and develop skills and strategies designed to minimize the incidence of misbehaviour in classrooms and deal with misbehaviour in ways that contribute in a positive way to children’s development and learning. 4. Display knowledge, understanding and a capacity to critique and apply theoretical frameworks of teacher professionalism and mentoring to classroom/school life with a focus on children’s learning throughout. 5. Identify, interpret and apply legal principles underpinning a teacher’s duty of care to a variety of professional contexts that involve the care, supervision and educational progress of all children. 6. Make balanced, informed and fair professional judgments through strong analytical approaches that consider the issue in hand from a variety of democratic perspectives including the child’s voice. | |||||||||||||||||||||||||||||||||||||
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 Teaching Studies and Teacher as ProfessionalTeaching Studies • Critical engagement with research on effective classrooms and effective schools. • Current perspectives on classroom management and discipline and skills and strategies for dealing effectively with behavioural issues in schools in line with best practice and current research. • Exploration of the theoretical underpinnings of instructional approaches and methods in the context of the Primary School Curriculum. • Development of skills and competencies for active teaching and the facilitation of children’s’ learning in whole class and small-group learning settings. • Creating inclusive and enriching learning environments in primary classrooms with appropriate differentiation and recognition of children’s needs. . • Grouping for cooperative and collaborative small-group work across the curriculum. • Effective teaching in multigrade and consecutive grade classrooms. Teacher as Professional • Critical engagement with theories of professionalism and frameworks of professional standards and values e.g. The Code of Professional Conduct for Teachers (Teaching Council, 2016). • The structure, legal basis and statutory functions of the Teaching Council. • Problematising professional practice through scenarios, case studies and critical incidents. • Identification, interpretation and application of the legal concept of a teacher’s duty of care in case law, key legislation, Circulars (Department of Education and Skills) using simulations and discussion. • Developing an understanding of how sources of law impact professional conduct, teaching and learning and the professional/ legal responsibilities which flow from these sources. • Professional practice and curriculum provision for children who may have a parent in prison using research outcomes and the literature to inform effective planning and teaching in such contexts. • Models of mentoring and student teacher-cooperating teacher collaborations in a placement context that enable children’s learning and professional learning (of student, of co-operating teacher, others). | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||||||
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Other Resources None | |||||||||||||||||||||||||||||||||||||
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