Registry
Module Specifications
Archived Version 2013 - 2014
| |||||||||||||||||||||||||||||||||||||
|
Description This module is designed to give students an opportunity to engage in an extended period of supervised placement in an educational setting, school, or college of adult, further and continuing education. Building on the integrated teacher practicum modules and scaffolding on the first semester teacher placement module; students will be encouraged to use this as an opportunity to integrate the different elements of the programme of study being undertaken in order to enhance the quality of their teaching and facilitation. Particular attention will be paid to : i)facilitating of the application of the concepts of reflective practice, developed in a laboratory situation, to an authentic educational situation ii)allowing students to plan, teach and assess lessons in a further education environment iii)facilitating students in their practising of the various roles and duties of a teacher iv)allowing students become part of a community of learning v)providing a group setting for the students to reflect constructively on his/her placement vi)helping students identify and articulate areas of needed personal and professional growth which emerge out of their teaching placement vii) enabling students to reflect on his/her role as a teacher in an online environment viii) enabling students develop the ability to utilize an online environment as a method for creating the peer group for support, confrontation and clarification that will assist the integration of personal attributes and teaching style. ix)Examining the relevance and applicability of the Codes of Professional for Teachers | |||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. Research and design a range of practical pedagogical interventions to address the requirements of those students with literacy, numeracy and special needs within further, adult and continuing education contexts 2. Where appropriate, implement a series of interventions which address the learning requirements of students in the areas of literacy, numeracy and special needs education and which promote inclusionary practices in the learning environment and within a range of educational settings. Show how these interventions can apply in group and individual scenarios. 3. Draw on the literature in the area, the course material from across a range of modules in these disciplines and their own practical experiences in the classroom to reflect on and evaluate the effectiveness and suitability of these interventions in a range of settings 4. Reflect on the impact of individual difference and diversity on educational practices in a range of settings 5. Show evidence of how the content of modules they have studied which are related to the areas of literacy, numeracy, special needs, classroom management, teaching strategies and curriculum apply in practical settings. These modules would include ES102, ES106, ES114, ES203, ES204, ES208, ES210, ES212, ES217. 6. Reflect on how established codes of good practice for educators/ trainers apply in practical settings 7. Critically reflect on their own role as educators or trainers and on those qualities needed to be a good educator/ trainer in a range of teaching and learning environments 8. Understand and analyse ongoing interpersonal relationships among students and take responsiblity for improving inter and intra personal relationships in the classroom and the wider further, adult and continuing education settings environment. 9. Identify and articulate areas of needed personal and professional growth which emerge out of their teaching placement and to plan for his/her own continuing academic and professional development 10. Exercise in an advanced way the extended role and duties of a FE teacher including as tutor, year head, and pastoral career | |||||||||||||||||||||||||||||||||||||
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 Models of Reflective Practice and how they apply in practical settingsReflection on teaching- the reflective practitioner; Learning from reflection-models of reflective practice; Recording reflection- research methodology, diaries, record keepingTheory and Practice of EnquiryMethods of Enquiry in Action Research, Appreciative Enquiry, Evaluation and other practitioner-based research approaches, how these apply in a range of settings and how they contribute to the development of teaching and practiceImproving Knowledge in the FieldCycle of Learning and reflective practiceTeaching & LearningTheory and evaluation of Professional Practice - Explorations of the concept of Professional/ Profession/ Professionalism and how these might relate to professional practice.Teaching & LearningConstructing schemes of work, course plans and lesson plans and how these contribute to planning, implementing, reflecting on and evaluating teachingTeaching & LearningAssessing Learning: designing, writing, assessing and examining learning objectives and how these might be developed to be used in a broad range of education and training environmentsTeaching & LearningTeaching Models (Inductive Thinking, Concept Attainment, Picture-word Inductive Model, Scientific Inquiry & Inquiry Training, Memorization, Synectics, Advanced Organizers Model) and how they apply and can be adapted for use in a range of settings Cooperative Teaching/ Main + Assistant Teacher Roles Whole-class/Selective Sectional Grouping Teaching/Inclusive Learning Peer Tutoring/Partnership Working Mentoring/Coaching Group/Cooperative Learning Role-play, Drama and SimluationsClassroom ContextPlanning and implementing strategies and interventions in Diverse settings. Choosing appropriate methods that can be adapted to work in a range of contexts including further, adult and continuing education settings.Advanced Teaching SkillsDeveloping, implementing and reflecting on teaching in a range of learning environmentsCritical EvaluationLearning to receive constructive feedback with Supervisors and Mentor Teachers | |||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||
|
Other Resources 6916, Journal, 0, International journal of training and development, 6917, Journal, 0, Pastoral Care in Education, 6918, Journal, 0, Journal of vocational education & training, 6919, Journal, 0, Journal of Educational Psychology, 6920, Journal, 0, British Journal of Educational Psychology, | |||||||||||||||||||||||||||||||||||||
| Programme or List of Programmes | |||||||||||||||||||||||||||||||||||||
| Archives: |
| ||||||||||||||||||||||||||||||||||||