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Module Specifications

Archived Version 2016 - 2017

Module Title
Module Code

Online Module Resources

NFQ level 8 Credit Rating 30
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

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

Workload Full-time hours per semester
Type Hours Description
Lecture20Preparation and Debriefing Lectures
Directed learning120Observation and Participation with Other Teachers
Professional Practice100Preparation of Placement Portfolio and Reflective Practice
Professional Practice30Personal & Professional Development
Professional Practice50School Based Practice (Teaching Activities)
Independent Study200nline, portfolio and review support & development
Professional Practice50School Based Practice (Non-Teaching Activities: Consultation with Mentor Teacher)
Online activity100Participation in online weekly reflections (Developing Communities of Practice)
Independent Study80Focussed reading related to Final year project specialist area and curriculum
Total Workload: 750

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 settings
Reflection on teaching- the reflective practitioner; Learning from reflection-models of reflective practice; Recording reflection- research methodology, diaries, record keeping

Theory and Practice of Enquiry
Methods 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 practice

Improving Knowledge in the Field
Cycle of Learning and reflective practice

Teaching & Learning
Theory and evaluation of Professional Practice - Explorations of the concept of Professional/ Profession/ Professionalism and how these might relate to professional practice.

Teaching & Learning
Constructing schemes of work, course plans and lesson plans and how these contribute to planning, implementing, reflecting on and evaluating teaching

Teaching & Learning
Assessing 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 environments

Teaching & Learning
Teaching 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 Simluations

Classroom Context
Planning 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 Skills
Developing, implementing and reflecting on teaching in a range of learning environments

Critical Evaluation
Learning to receive constructive feedback with Supervisors and Mentor Teachers

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

  • Louis Cohen, Lawrence Manion and Keith Morrison: 2004, A guide to teaching practice, 0415306752
  • Karen F. Osterman, Robert B. Kottkamp 2004, Reflective practice for educators, Corwin Press Thousand Oaks, Calif. [ISBN: 9780803968011]: 0,
  • Walsh, B., Dolan, R. 2009, Guide to Teaching Practice in Ireland, Gill and MacMillan Dublin [ISBN: 9780717145119]: 0,
  • Renehan, C. 2006, Different Planets: Gender Differentials and Teaching Practice, Liffey Dublin [ISBN: 9781905785162]: 0,
  • Geoffrey E. Mills 2000, Action research, a guide for the teacher researcher, Merrill Upper Saddle River, N.J. [ISBN: 0137720475]: 0,
  • Susan A. Ambrose... [et al.]; foreword by Richard E. Mayer: 2010, How learning works, Jossey-Bass, San Francisco, CA, 0470484101
  • Jane E. Bluestein (Editor): 2010, Becoming a Win-Win Teacher, Corwin Press, California, 9781412967495
  • Barbara Gross Davis: 2009, Tools for teaching, Jossey-Bass, San Francisco, CA, 0787965677
  • Sara Davis Powell: 2010, Wayside Teaching, Corwin Press, California, 1412972906
  • A Vic Kelly: 2004, The Curriculum, 5th edition, 1412900271
  • Donald A. Schon: 1995, The Reflective Practitioner: How Professionals Think in Action, 1857423194
  • Ian Reece, Stephen Walker: 2003, Teaching, Training and Learning, 1901888304
  • H. Jerome Freiberg, Amy Driscoll: 2000, Universal teaching strategies, Allyn and Bacon, Boston, 0205302858
  • Snowman, Jack, McCown, R. R: 2012, Psychology applied to teaching, 13th edition, Wadsworth, Cengage Learning, Australia,
  • Bruce Joyce, Marsha Weil and Emily Calhoun: 2009, Models of teaching, 0205593453
  • Julia G. Thompson: 2009, The first-year teachers checklist, Jossey-Bass, San Francisco, CA, 0470390042
  • Richard Malthouse, Jodi Roffey-Barentsen: 2009, Reflective Practice in the Lifelong Learning Sector, Learning Matters, 1844451844
  • Andy Armitage... [et al.]: 2007, Teaching and training in post-compulsory education, McGraw-Hill/Open University Press, Maidenhead, 978-0335222674
  • L. B. Curzon: 2003, Teaching in further education, 9780826471154
  • Spalton, E: 2004, The Special Needs Handbook, 2nd edition, First & Best in Education Ltd, UK,
  • Rogers, J: 2007, Adults Learning, 5th edition, McGraw Hill, London,
  • Knowles, M. S., HoltonIII, E. F. & Swanson, R. A: 2005, The Adult Learner, 6th edition, Elsevier Inc. Butterworth, Heinemann, USA,
  • Gregg, N: 2009, Adolescents and Adults with Learning Disabilities and ADHD: Assessment and Accommodation, Guilford Press,
  • Griffin. S. & Shevlin. M: 2007, Responding to Special Educational Needs: An Irish Perspective, Gill & MacMillan, Dublin,
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