Registry

Module Specifications

Archived Version 2012 - 2013

Module Title
Module Code
School
Online Module Resources
NFQ level	9	Credit Rating	5
Pre-requisite	None
Co-requisite	None
Compatibles	None
Incompatibles	None

Description

This module is aimed at facilitating student teachers in developing as reflective practitioners

Learning Outcomes

1. demonstrate a systematic understanding of the theories of reflective practice as they apply to classroom teaching in a second level school
2. apply the concepts of reflective practice in the contect of classroom teaching in a second level school
3. Demonstrate a competence in the core teaching skills identified during the laboratory skills phase of the programme including planning, implementation, assessment and evaluation of a series of classes in their subject specialism
4. Initiate and sustain professional relationships with students, parents and colleagues
5. take responsibility for the work of individual pupils and groups;
6. lead and initiate teaching and learning activities among second level pupils

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Professional Practice	50	Class Contact Time
Professional Practice	50	Observation and Participation with Other Teachers
Professional Practice	12	Reflective Teaching Practice Portfolio
Professional Practice	9	Consulation with Mentor Teacher
Lecture	4	Teaching Practice Supervision
Total Workload: 125

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

Underpinning Theories of Reflective Practice
Introduction to Models of Reflective Practice

Theory and Practice of Enquiry
Methods of Enquiry in Action Research and Appreciative Enquiry

Teaching & Learning
Constructing a lesson plans

Teaching & Learning
Assessing Learning

Teaching & Learning
Evaluating Professional Practice

Classroom Context
Planning for Diversity in Learning

Improving Knowledge in the Field
Cycle of Learning and reflective practice

Advanced Teaching Skills
Developing, implementing and reflecting on junior and senior cycle classroom teaching

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

Assessment Breakdown
Continuous Assessment	%	Examination Weight	%

Type	Description	% of total	Assessment Date
Course Work Breakdown

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

Louis Cohen, Lawrence Manion and Keith Morrison: 0, A guide to teaching practice, 5th, Routledge, London, 0415306752
Karen F. Osterman, Robert B. Kottkamp: 2004, Reflective practice for educators, Corwin Press, Thousand Oaks, Calif., 9780803968011
Walsh, B., Dolan, R.: 2009, Guide to Teaching Practice in Ireland, Gill and MacMillan, Dublin, 9780717145119
Renehan, C.: 2006, Different Planets: Gender Differentials and Teahcing Practice, Liffey, Dublin, 9781905785162
Geoffrey E. Mills: 2000, Action research, a guide for the teacher researcher, Merrill, Upper Saddle River, N.J., 0137720475

Other Resources

None

Programme or List of Programmes

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