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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code

Online Module Resources

NFQ level 8 Credit Rating 2.5
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

The module seeks to facilitate students in deepening their understanding of themselves as teachers and learners, and the ways in which their individual and social biographies shape and inform their practice as educators, in line with the Céim standard on 'Professional Identity and Agency'. During their weekly Reflection and Enquiry tutorials, students will have opportunities to engage in informed discussion and critical reflection on emerging issues in teaching and learning in the primary school, key elements of effective inclusive pedagogy and professional practice in primary schools and classrooms in line with the Céim standards on 'Inclusive Education', and 'Creativity and Reflective Practice'. Students will also examine the multiple roles of teaching, including working with parents and wider school stakeholders, in line with the Céim standard on 'Professional Relationships and Working with Parents'. Throughout the academic year, students build their B. Ed2 Taisce Portfolio. The Taisce provides a space to document students’ ongoing reflections and key experiences and learnings during B. Ed2.

Learning Outcomes

1. Develop their skills of reflection through creative self-expression and engagement and participation in a community of practice in which they articulate and reflect on their understanding of their evolving identity as reflective practitioners.
2. Reflect on their developing knowledge, understanding, and commitment to the core principles of the primary curriculum and engage in discussion and critical reflection on key elements of good professional practice in the primary classroom
3. Engage in the process of building their B.Ed2 Tasice over the academic year, including artefacts and reflections from their work in the Reflection and Enquiry tutorials, ongoing B.Ed2 coursework, evidence of working with parents and the enactment of inclusive education on Professional Placement and other artefacts that represent key learning and experiences for them.
4. Reflect on and develop their communication and presentation skills to support their work in classroom and schools as well as their in-course group presentations.
5. Examine approaches of how to deepen their knowledge of working with parents/guardians on Professional Placement through reflective dialogue with their tutor
6. Engage in debrief learning relating to their Professional Placement examining their key professional learning, their learning about working with parents through dialogue with treoraí, and sharing examples of inclusive education approaches during the Professional Placement

Workload Full-time hours per semester
Type Hours Description
Tutorial15Small-group tutorial: Weekly small-group tutorial throughout semester 1 and semester 2
Portfolio Preparation47.5Preparation for and completion of Taisce Portfolio including end of semester reflective writing, artefacts demonstrating key professional learning, professional placement entries including reflective entries demonstrating their understanding of working with parents/guardians and inclusive education
Total Workload: 62.5

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

Working on B.Ed2 Taisce Portfolio throughout the academic year and submitting it for assessment at the end of semester. The Taisce portfolio will include artefacts that demonstrate professional learning during the year in the reflection tutorials, professional placement, and wider coursework learning. Students will include an entry that (a) demonstrates their understanding of working with parents on Professional Placement 2 through the completion of a reflective entry that focuses on a professional conversation with the treoraithe or the HSCL or a parent member on the Parents' Association/BOM or a review of a school policy that involves collaboration with parents. and (b) demonstrates their understanding of inclusive education through the inclusion of a planning document or a reflection or a resource that showcases inclusive education and a supporting reflective entry on why this was selected.

Preparation Tutorial for Professional Placement
Reflection on and discussion of some of the big issues, questions and themes that emerge for students as they prepare for their Professional Placement 2.

Debrief of Professional Placement
Engaging in reflective practice though critical reflection of the key professional learning following Professional Placement 2. Key focus on teachable moments, aspects of the Professional Placement they enjoyed, aspects of the Professional Placement that may have been challenging, discussion of the artefacts and reflective entries gathered on Professional Placement 2 for their Taisce.

Creativity and Reflective Practice
Reflection on and discussion of some of the big issues, questions and themes related to teaching and learning in the primary school that emerge from on-going coursework and from the experiences of students in schools and classrooms.

Professional Identity and Agency
Exploration, through a range of reflection tutorials, on the themes of self-identity; influences of prior experiences, the role of education in society and conceptualisations of inclusive teaching and learning.

Communication, Professional Relationships and Working with Parents
Exploration, through reflection, on effective communication and the skills involved in promoting effective pupil learning in the primary classroom. The importance of care of the voice. The importance of effective communication and the necessary skills required involved in working with parents/guardians. Developing communication skills with peers/stakeholders (facilitated through in-group presentations) at points during the semester - collaborating with peers to plan and making group presentations on key course themes and their reflections on these. The importance of working alongside the Treoraithe and the wider school community on Professional Placement.

Inclusive Education
The key ideas of inclusive education, equality and diversity and children’s well-being in the primary classroom will be central to discussions and explorations.

Assessment Breakdown
Continuous Assessment% Examination Weight%
Course Work Breakdown
TypeDescription% of totalAssessment Date
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
Indicative Reading List

  • Ian Rushton,Martin Suter: 2012, EBOOK: Reflective Practice for Teaching in Lifelong Learning, McGraw-Hill Education (UK), 9780335244027
  • Moyles, Janet,Georgeson, Jan,Payler, Jane: 2011, Beginning Teaching, Beginning Learning: In Early Years And Primary Education, McGraw-Hill Education (UK), 9780335244126
  • Lawrence Manion,Keith Morrison,Dominic Wyse: 2011, A Guide to Teaching Practice, 5, 9780415485586
  • Jonathan Glazzard,Neil Denby,Jayne Price: 2014, EBOOK: Learning to Teach, McGraw-Hill Education (UK), 9780335263295
  • Teaching Council of Ireland: 2020, Céim: Standards for Initial Teacher Education, Teaching Council of Ireland, Maynooth,
  • Teaching Council of Ireland: 2021, Guidelines on School Placement, 2, Teaching Council of Ireland, Maynooth,
Other Resources

Programme or List of Programmes