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Module Specifications

Archived Version 2010 - 2011

Module Title Reflective Work-based Practice
Module Code ES210
School School of Education Studies

Online Module Resources

Module Co-ordinatorDr Charlotte HollandOffice NumberCA106
NFQ level 8 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None
Description

The purpose of this module is to allow learners engage in a substantial period of work-based tutoring, training and/ or facilitation practice in an educational or training environment. Learners will engage in a series of lectures and workshops which will promote discussion and critical thought on key themes within the professional development of educators, such as the Reflective Practitioner, professionalism, Korthagen's Model of Teacher Professional Development and critical reflection. It also involves a substantial period of observation and a focused period of delivery in education and / or training settings. Learners will maintain a reflective diary centred on key themes and readings presented in lectures and will present a portfolio of learning materials and critical reflections on practice based on their work-based experience.

Learning Outcomes

1. Observe and critically review the planning, delivery, assessment and evaluation of work-based learning episode/s
2. Plan and deliver work-based learning episode/s
3. Demonstrate a high level of competence in planning, assessing and evaluation of the teaching/ facilitation of learners for a work-based scenario
4. Compare and contrast models and techniques used for reflective practice (such as Schon or Driscoll Models of reflective practice/ Structured Reflection)
5. Identify gaps in own professional practice and suggest ways of improving own professional practice
6. Critically reflect on own role as educator or trainer



Workload Full-time hours per semester
Type Hours Description
Clinical placement50Minimum of 30 hours (Max of 50 hours) work based practice in an educational or training setting. Learners must have a minimum of 4 hours direct delivery as part of this work-based practice.
Lecture10No Description
Tutorial14Workshops on key themes such as the Hidden Curriculum or Critical writing
Online activity14Tutor Online Support for those on work-based practice
Assignment Completion100Portfolio Creation - Planning and developing materials for use in education/ training setting and critical reflections on practice. Reflective Journal - critical reflections on key concepts introduced in lectures and readings within this thematic area.
Independent Study62Reading/ Independent study time
Total Workload: 250

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

Theme 1
The student engages in work-based tutoring/ training practice, which would include observation and reflection by student on work-based tutoring/ training practice. It would involve critical reflection on the application of theory introduced from other modules, such as the Tutor/Facilitator as Reflective Practitioner, Microteaching skills and Classroom Observation Skills, in tutoring/ training practice. It would culminate in the demonstration of acquisition of tutoring/facilitation skills in episodic learning environment, which involves preparation, implementation and evaluation of a tutoring session.

Theme 2
Theory of Reflective Practice - Schon/ Driscoll

Theme 3
Theory of Professional Practice - Explorations of the concept of Professional/ Profession/ Professionalism and how these might relate to professional practice. -- Theory of Ongoing professional Development - Rationale for Continuing Professional Development/ Role of Reflective Practice in CPD

Theme 4
Portfolio Preparation - Planning (Lesson plans/ Learner needs analysis/ Content and Resource development), Delivery (Teaching strategies/ Classroom Mediation), Assessment (Modes of Assessment) and Evaluation.

Theme 5
Critical Reflection, critical anaysis and critical writing

Theme 6
Korthagen's Model of Teacher Professional Development

Theme 7
Hidden Curriculum

Assessment Breakdown
Continuous Assessment100% Examination Weight0%
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
Unavailable
Indicative Reading List

  • Joyce, B & Weil, M: 1996, Models of Teaching Allyn and Bacon,
  • Cohen, L , Mannion, R., Morrisson, K.: 1996, A Guide to Teaching Practice (4th ed) London. Routledge,
  • Good & Brophy: 1996, Looking in Classrooms (6th ed) New York: Harper Row,
  • Slavin, R: 1994, Education Psychology Theory and Practice Boston. Allen and Bacon,
  • McIntyre & McLeod: 1997, Investigations of Microteaching London: Addison Wesley,
  • Curzon, L.B.: 1997, Teaching in Further Education (5th ed) London: Cassell,
  • Maykut, P and Moorehouse, R: 1994, Beginning Qualitative Research: A Practical Guide London: Falmer Press,
  • Brown, A. and Dowling, Pl: 1998, Doing Research/Reading Research: A Mode of Integration for Education London: Falmer Press,
  • Goodlad S, and Hirst, B. (eds): 0, Explorations in Peer Tutoring, Basil Blackwell,
Other Resources

None
Programme or List of Programmes
ETBSc in Education & Training
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