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Module Specifications

Archived Version 2021 - 2022

Module Title
Module Code

Online Module Resources

NFQ level 8 Credit Rating 10
Pre-requisite None
Co-requisite None
Compatibles None
Incompatibles None

To provide students with an opportunity to develop their understanding of the concept of the teacher as reflective practitioner in a controlled and secure environment. To continue the process of core skill acquisition through the process of guided planning and implementation. To allow students to expand their analysis of the potential role to be played by ICT in the development of core teaching competencies. To demonstrate the use of digital technologies to support teaching, learning and assessment for all learners. To equip students with the ability to define, create and maintain an effective learning environment. To introduce students to contemporary approaches to positive discipline and effective classroom management. To introduce students to general methods and pedagogy for language teaching. To allow students engage in an initial period of guided peer online teaching practice. To examine the core values of teaching as outlined by the Teaching Council Codes of Professional Conduct, in terms of 'the educational experience', 'educational outcomes' and 'relationships' in relation to students' teaching placement. In this module students will attend lectures, conduct reflections, carry out a peer teaching placement in an online setting and develop a school placement ePortfolio/ Taisce. Following placement students will engage in a comprehensive school placement debrief. This module will be linked to and build on previous modules such as education theory, assessment, micro-teaching, digital media, inclusive education and language pedagogy.

Learning Outcomes

1. Adopt ethical and professional behaviour in relation to professional practice, and demonstrate professional practice and conduct as outlined by the Teaching Council of Ireland in the Code of Professional Conduct for Teachers.
2. Demonstrate appropriate core teacher skills in planning for and execution of lessons in an online context as set out in the Student Teacher Skills Progression Path (see Year 2 Teacher Skills Observation Instrument for full breakdown of Teacher Skills Progression Path).
3. Demonstrate possession of adequate subject knowledge to plan lessons at Junior Cycle level, and to access, develop, adapt and use a variety of curriculum resources and materials for learning and teaching to support and challenge all pupils.
4. Use appropriate class management and organisation skills to cater for a range of classroom situations.
5. Identify, describe and demonstrate good practice in teaching, learning and assessment methodologies in an online classroom.
6. Employ relevant technical knowledge and skills of a range of digital technologies including multi-media resources, effectively to support teaching, learning and assessment for all learners.
7. Establish and maintain an ePortfolio/Taisce containing planning and resource folders for Gaeilge, and French or German or Spanish; general School Placement documentation; and reflective and evaluation exercises.To include critical engagement in reflective and self-evaluation practice throughout and after the placement experience and identification of areas for further development.
8. Demonstrate an understanding of the Child Protection Procedures for working in an education setting.

Workload Full-time hours per semester
Type Hours Description
Lecture16Teaching preparation and placement debrief
Professional Practice90School placement (teaching and non-teaching)
Workplace application144Lesson planning, evaluation and reflection
Total Workload: 250

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

Prepare schemes of work, Prepare and review lesson plans, Evaluate lessons.

Assessment for Learning, Inside the Black Box, Authentic Assessment, Effective Feedback, Motivation, Success Criteria, Questioning.

Junior Cycle Framework, Key Skills. Integration of Literacy and Numeracy.

Behaviour Management
Creating a positive learning environment, Classroom management strategies, Codes of Behaviour, Building professional relationships.

Teaching Methodology
Phases of a class, introduction, progression and conclusion, Engaging students in learning, Active teaching and learning approaches.

Preparing classroom resources Use of digital whiteboard/ presentations Use of ICT and online resources

Placement Experience
Preparation and planning, Assessment of school placement, School Placement ePortfolio/Taisce, Teaching and learning in an online context, Placement related activities and engaging with the school community during the Context and Engagement period, Teaching Council Code of Professional Conduct, Child Protection, Observation of teaching.

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

  • Alsop, S., Bencze, L., & Pedretti, E. (Eds.): 2005, Analysing exemplary science teaching,
  • Cohen, L., Manion, L. & Morrison, K.: 2004, A guide to teaching practice, Routledge Falmer, London, New York,
  • Cowley, S.: 2003, Sue Cowley's teaching clinic, Continuum, London,
  • Cowley, S.: 2003, The guerilla guide to teaching,
  • Dillon, J. & Maguire, M. (Eds.): 2001, Becoming a teacher, Open University, Buckingham,
  • Fisher, R.: 1995, Teaching children to learn, Stanley Thornes, Cheltenham,
  • Goldstein, S., & Brooks, R. B.: 2007, Understanding and Managing Children's Classroom Behavior: Creating Sustainable, Resilient Classrooms,
  • Haigh, Alan: 2008, The Art of Teaching, Pearson Education,
  • Joyce, B., Weil , M. & Calhoun, E.: 2011, Models of teaching,
  • Killen, Roy: 2009, Effective teaching strategies: lessons from research and practice, 5th Ed., Cengage Learning Victoria, Australia,
  • Ko, S.S. & Rossen, S.: 2008, Teaching Online: a practical guide., 2nd, Routledge, London,
  • Meskill, C. & Anthony,N.: 2019, Teaching Children Online: a conversation-based approach, 1st, Multilingual Matters,
  • Salmon, G.: 2002, E-tivities: the key to active online learning., Kogan Page, London,
  • Teaching Council: 2012, Codes of Professional Conduct for Teachers, Teaching Council of Ireland, Maynooth,
  • Walsh, B. J., and Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill and McMillan, Ireland,
  • Woolfolk, A., Hughes, M. & Woolfolk, A. E. (Eds.): 2009, Psychology in Education,
Other Resources

44319, Online Resource, 0, Junior Cycle for Teachers, https://www.jct.ie/home/home.php, 44320, Online Resource, 0, Professional Development Service for Teachers, http://www.pdst.ie/postprimary, 44321, Online Resource, 0, National Council for Curriculum and Assessment, http://www.ncca.ie/, 44322, Online Resource, 0, Teaching Council, http://www.teachingcouncil.ie/en/, 44323, Online Resource, 0, Teaching Methods, http://geoffpetty.com/, 44324, Online Resource, 0, ScoilNet, https://www.scoilnet.ie/, 44325, Online Resource, 0, http://www.ala.org/aasl/standards/best/websites/20, http://www.ala.org/aasl/standards/best,
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