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Module Specifications

Archived Version 2021 - 2022

Module Title School Placement
Module Code ES538
School 78

Online Module Resources

Module Co-ordinatorDr Brendan WalshOffice NumberCA122
NFQ level 9 Credit Rating 20
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

This module is aimed at facilitating student teachers in developing as reflective practitioners for post-primary schools. The placement is a critical element of this programme and is supervised and is assessed appropriately. Students must demonstrate their capacity to plan for teaching and learning strategies and the implementation of classroom management skills. Students must also reflect on their practice and engagement of students in teaching and learning. Students must demonstrate competency in the development of assessment strategies.

Learning Outcomes

1. Demonstrate their increasing proficiency as effective and dynamic post primary practitioners.
2. Utilise best practice classroom management strategies.
3. Critically reflect on classroom practice and express those reflections as part of a Professional Portfolio.
4. Synthesise specific subject knowledge and the key skills of the core and subject teaching methodologies to teach second-level subject(s) proficiently and effectively.
5. Differentiate between formative and summative assessment processes in an explicit manner in lesson planning and lesson evaluation.
6. Generate differentiated and inclusive teaching strategies and implement these strategies in teaching subject(s).
7. Judiciously apply knowledge of social and psychological processes, such as categorization, coordination, communication, and participating in learning groups and classroom environments , to design and evaluate teaching and learning activities
8. Engage in critical, evidence based reflective analysis of the nature and potential of a range of classroom based teaching experiences
9. Identify issues arising from Children First Guidelines.
10. Demonstrate an awareness of the importance of numeracy and literacy skills in relation to their subject discipline.

Workload Full-time hours per semester
Type Hours Description
Professional Practice100Classroom Teaching
Professional Practice228Observation Tutorials Team Teaching
Online activity12Research Training
Independent Study150Preparation Evaluation Independent Study
Seminars10Induction to Placement
Total Workload: 500

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 - Eisner, Schon,Lewin, McNiff Exploring reflection on action and reflection in action in the context of post-primary teaching Developing a research informed professional stance

Theory and Practice of Enquiry
Methods of Enquiry in Action Research and Appreciative Enquiry Critical exploration of applied epistemology Critical engagement with underpinning structures of professional engagement in a school context Analysis of potential of self-study as a mode of inquiry

Teaching & Learning
Constructing a lesson plan: Modes of inquiry Differentiating between knowledge, skills and attitudes in a practice context. Aims and Learning Outcomes in applied settings Structuring learning for creative engagement

Teaching & Learning
Assessing Learning Applying theories of assessment in a practice setting Including: Assessment for Learning Assessment of Learning Modes of assessment in second level education Formative and Summative Assessment Designing diagnostic assessment at Junior Cycle Designing diagnostic assessment at Senior Cycle

Teaching & Learning
Evaluating Professional Practice. Engaging with theories of personal and professional evaluation. Differentiating between evaluation and assessment in a school context. Developing basic evidence generating capacities in a classroom setting. Analysing classroom data for diagnostic and evaluative purposes.

Classroom Context
Planning for Diversity in Learning Critically engaging with the concept of diversity in a range of professional settings. Exploring in a critical manner the challenges and opportunities offered by an increasingly diverse student population at second level.

Improving Knowledge in the Field
Cycle of Learning and reflective practice Examining professional practice through the lens of evidence informed reflection. Applying Lewin's cycles of reflective engagement. Informing professional practice with reflection.

Advanced Teaching Skills
Developing, implementing and reflecting on junior and senior cycle classroom teaching Designing a range of classroom based classes in relevant subject areas Teaching clases in a creative, challenging and contextually appropriate manner. Evaluating the process of teaching in a structured manner.

Critical Evaluation
Learning to receive constructive feedback with Superivsors and Mentor Teachers Engaging in a range of evaluative encounters in a school setting. These include - peer evaluation, engagement with cooperating teacher, engagement with University tutor. Introduction to concept of evidence generating self-evaluation in a school context.

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
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
  • James McKernan: 1996, Curriculum action research, Kogan Page, London, 0749417935
  • The Teaching Council: 2012, The Code of Professional Conduct for Teachers, 2,
Other Resources

Programme or List of Programmes
PMEProfessional Master of Education
SMPACESingle Module Programme (ACE)