Registry
Module Specifications
Archived Version 2023 - 2024
| |||||||||||||||||||||||||||||||||||||||||
Description This module will introduce student teachers to Gaeilge as an area of learning in post-primary education in Ireland. Participating in this module will develop knowledge and understanding of how classroom practice meets curricular framework requirements for Junior and Senior Cycle Gaeilge. The module aims to develop student teachers' subject specific pedagogical content knowledge and their personal and professional identities as educators. Student teachers will be supported in becoming responsive and reflective practitioners and confident curriculum makers, through individual and collaborative engagement. The module will explore how practice is underpinned by theory in the context of professional learning. Student teachers will examine the role of inclusive practice and care in the creation of equitable learning experiences for all students. Engaging in this module will advance student teachers' communicative, digital and interpersonal skills and enable them to establish effective and creative learning environments. | |||||||||||||||||||||||||||||||||||||||||
Learning Outcomes 1. Critically engage with the Junior and Senior Cycle curricular guidelines for Gaeilge, with particular reference to curricular reform. 2. Reflect on their emerging professional identity as subject experts and autonomous practitioners and on their capacity to foster professional relationships with students, parents, colleagues and members of the wider school community and teaching profession. 3. Critically evaluate and reflect on the theoretical underpinnings of a range of methods and resources to support and encourage students to take ownership of their learning through individual and collaborative engagement. 4. Devise and develop differentiated and inclusive teaching, learning and assessment strategies that enable all students to progress in accordance with their potential. 5. Appreciate how inclusive, equitable and responsive practices and content positively impact student wellbeing, social justice and sustainable development. 6. Design learning experiences that support the development of a creative mindset. 7. Explore the role of digital technologies in supporting teaching, learning and assessment for all students. 8. Demonstrate a capacity to promote literacy and numeracy in relation to subject discipline. | |||||||||||||||||||||||||||||||||||||||||
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 Introduction to Subject Specific Pedagogical Content KnowledgeIntroduction to subject specific inclusive pedagogical practices through modelled workshops and demonstrations. Explore, develop and reflect on teaching, learning and assessment practices in workshops and online lectures.Core Values of Teaching and Professional PracticeDevelopment of core values of teaching including care, collegiality, collaboration, relationship building and student-centred learning through engagement in professional learning communities.The Teacher/Facilitator as Curriculum Maker and Reflective PractitionerSynthesise key curricular and pedagogical concepts through Junior and Senior Cycle lesson design, implementation and reflection to construct a professional vision of quality teaching, learning and assessment.Theory and PracticeEngagement with relevant learning artefacts (e.g. curricular resources, digital and sensory stimuli, academic literature, policy documents etc.) to understand the relationship between theory and practice.Methodologies for Teaching GaeilgeUniversal task design including teacher exposition, concept development, multiple entry points and flexible options for engagement, representation, action and expression; Classroom talk including whole class, small group and carousel discussions, walking debates and jigsaw groups; Drama based methods including still image, soundscapes, conscience alley, role play, sculpting and teacher-in-role; Reading and writing including text analysis, modelling, targeted writing, reflective journals, newspapers and print media; Digital technologies including visual images, video, animations, Google Earth, and social media; Participative learning methods including group work, pair work, and game-based learning activities. | |||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||
Other Resources None | |||||||||||||||||||||||||||||||||||||||||
Programme or List of Programmes |
PME | Professional Master of Education |
- See the module specification for ES564A in 2003 - 2004
- See the module specification for ES564A in 2004 - 2005
- See the module specification for ES564A in 2005 - 2006
- See the module specification for ES564A in 2006 - 2007
- See the module specification for ES564A in 2007 - 2008
- See the module specification for ES564A in 2008 - 2009
- See the module specification for ES564A in 2009 - 2010
- See the module specification for ES564A in 2010 - 2011
- See the module specification for ES564A in 2011 - 2012
- See the module specification for ES564A in 2012 - 2013
- See the module specification for ES564A in 2013 - 2014
- See the module specification for ES564A in 2014 - 2015
- See the module specification for ES564A in 2015 - 2016
- See the module specification for ES564A in 2016 - 2017
- See the module specification for ES564A in 2017 - 2018
- See the module specification for ES564A in 2018 - 2019
- See the module specification for ES564A in 2019 - 2020
- See the module specification for ES564A in 2020 - 2021
- See the module specification for ES564A in 2021 - 2022
- See the module specification for ES564A in 2022 - 2023
- See the module specification for ES564A in 2023 - 2024
- See the module specification for the current year