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Module Specifications

Archived Version 2022 - 2023

Module Title
Module Code

Online Module Resources

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

In module PR202, students partake in an online peer teaching programme, which is linked to and builds on knowledge and skills gained in previous modules such as microteaching, education theory, assessment, digital media and language learning, inclusive education and language pedagogy. PR202 affords students the opportunity to develop their planning and preparation skills and to demonstrate their use of digital technologies to support teaching, learning and assessment for all learners in a controlled and secure online environment. As part of this module, students complete a period of Context and Engagement in a post-primary school during which time they begin to prepare their Taisce (eportfolio) and other Taisce related activities, including tasks which require them to demonstrate an understanding of working with parents/guardians and Inclusive Education. Students attend lectures with a focus on the Junior Cycle curriculum, and completion of an asynchronous Online Pedagogies programme on Loop further supports students in their preparation for the online placement period. During this module, their skills as creative, adaptive practitioners and their understanding of the concept of the teacher as a reflective practitioner are developed. During the online placement period, students plan for and execute synchronous and asynchronous lessons in Gaeilge and French/German/Spanish. The compilation and maintenance of the Taisce and all materials relating to the online peer-teaching placement period is an essential requirement of the programme as is the professionalism of the student teacher in all matters relating to the placement. Following the placement period, students engage in a comprehensive debrief, workshops exploring Working with parents/guardians and inclusive education, and in preparation sessions for the Year 3 Professional Placement.

Learning Outcomes

1. Adopt and demonstrate ethical and professional behaviour in relation to professional practice and conduct as outlined in Programme documentation and 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.
4. Use effective virtual classroom management strategies to create and maintain an effective and engaging online learning environment.
5. Identify, describe and demonstrate good practice in teaching, learning and assessment methodologies in an online classroom context.
6. Employ relevant technical knowledge and skills of a range of digital technologies including multi-media resources, to support teaching, learning and assessment for all learners.
7. Access, develop, adapt, create and use a variety of curriculum resources and materials for learning and teaching to support and challenge all pupils in an online learning environment.
8. Establish and maintain the Taisce, which contains planning and resource folders for Gaeilge, and French or German or Spanish; general Professional Placement documentation, including reflection and evaluation exercise, and identification of areas for further development in Year 3. Through the use of their Taisce, the student will also demonstrate an understanding of inclusive education as applicable to the context and an understanding of working with parents/ guardians.

Workload Full-time hours per semester
Type Hours Description
Lecture35Lectures, preparation and placement debrief workshops
Professional Practice80Professional placement (teaching and non-teaching)
Independent Study135Taisce preparation, Lesson planning, creation of resources evaluation and reflection, engagement with literature.
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

Details of Course Work
Competence in planning for key phases of a lesson - with a particular focus on the post-primary Junior Cycle context. Engaging students in learning in an online context. Completion of an asynchronous Child Protection module. Completion of an asynchronous Online Pedagogies programme. Engagement in Debrief and preparation for Professional Placement sessions.

Ethical and Professional Standards
Application of ethical and professional standards as set out by the Teaching Council of Ireland and in the BEdLan Professional Placement Handbook for Y2 Students in all matters relating to the module.

Context and Engagement Activities
Journaling of daily learning experiences in the school context. Analysis of materials relating to the particular school setting. Engagement in activities to inform future planning and preparation, to include observation of lessons and engagement in professional conversations with Treoraithe, SEN department colleagues and others.

Online Placement Experience and Taisce (E-portfolio)
Preparation for and execution of synchronous lessons and creation and recording of asynchronous lessons. Compilation and maintenance of the Taisce (e-portfolio), containing all materials relating to the preparation and practice elements of the module - to include schemes of work/units of learning, daily lesson plans, peer observation, peer and self reflections, creation of teaching and learning resources, and completion of Taisce Activities, namely Working with parents/guardians, and inclusive education.

Key Skills and Competencies relating to Online Peer Teaching
Competence in the application of key skills for online synchronous peer teaching in Gaeilge and in French/German/Spanish as set out in the Year 2 Student Teacher Skill Set of the programme (see BEdLan Professional Placement Handbook for Y2 Students and TSOI 2).

Technology for Educational Purposes
Application of technology for educational purposes in teaching, learning and assessment - to include the creation and recording of asynchronous material and online digital resources.

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

Reflective Practice
Development of a reflective approach to teaching and learning.

Self-Evaluation and Peer-Evaluation
Development of a self-evaluation stance in relation to professional preparation, practice and development and engagement in peer-evaluation also.

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

  • Cohen, L., Manion, L. & Morrison, K.: 2010, A guide to teaching practice, 5th Ed., Routledge Falmer, London,
  • Conti , Gianfranco & Smith, Steve: 2019, Breaking the Sound Barrier: Teaching Language Learners How to Listen,
  • DCU, Institute of Education: 0, Marks and Standards,
  • DCU, Institute of Education: 0, BEdLan Professional Placement Handbook for Students,
  • DCU, Institute of Education: 0, Programme Regulations: Bachelor of Education in Gaeilge an French or German or Spanish,
  • Department of Education and Skills: 2017, Child Protection Procedures for Primary and Post-Primary Schools, Author, Dublin,
  • Digman, C. & Soan, S.: 2008, Working with Parents: A Guide for Education Professionals, SAGE Publications, Los Angeles,
  • Joyce, B., Weil , M. & Calhoun, E.: 2015, Models of teaching, 9th Ed., Pearson, Boston,
  • Ko, S.S. & Rossen, S.: 2008, Teaching Online: a practical guide., 2nd Ed., Routledge, London,
  • Kyriacou, C.: 2018, Essential Teaching Skills, 5th Ed., Oxford University Press, Oxford,
  • Salmon, G.: 2013, E-tivities: the key to active online learning., 2nd Ed., Routledge Taylor & Francis Group, London,
  • Sellars, Maura: 2017, Reflective Practice for Teachers, 2nd Ed., Sage, London,
  • Smith, Steve & Conti, Gianfranco: 2016, The Language Teacher Toolkit, CreateSpace Publishing, London,
  • Stern, J: 2003, Involving Parents, Continuum, London,
  • The Teaching Council: 2016, Code of Professional Conduct for Teachers, Updated 2nd Ed, The Teaching Council, Maynooth,
  • The Teaching Council: 2021, Guidance for Registered Teachers about the use of Social Media and Electronic Communication, The Teaching Council, Maynooth,
  • The Teaching Council: 2021, Guidelines on School Placement (Revised Edition), The Teaching Council, Maynooth,
  • Tomlinson. C.A.: 2014, The differentiated classroom: responding to the needs of all learners, 2nd Ed., ASCD,
  • Walsh, B. J., and Dolan, R.: 2009, A Guide to Teaching Practice in Ireland, Gill and McMillan, Ireland,
  • Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D.: 2007, Assessment for learning: putting it into practice, McGraw-Hill Education, Maidenhead,
  • Cowley, Sue: 2013, The seven T’s of practical differentiation., Sue Cowley Books Ltd., Bristol,
  • Dillon, J. & Maguire, M.: 2011, Becoming a teacher : issues in secondary education, 4th Ed., McGraw Hill Open University Press, Maidenhead,
  • Ellis, Rod & Shintani, Natsuko: 2014, Exploring language pedagogy through second language acquisition research, Routledge, London,
  • Fisher, R.: 1995, Teaching children to learn, Stanley Thornes, Cheltenham,
  • Killen, Roy: 2009, Effective teaching strategies: lessons from research and practice, 5th Ed., Cengage Learning Victoria, Australia,
  • Meskill, C. & Anthony,N.: 2018, Teaching Children Online: a conversation-based approach, Multilingual Matters, Blue Ridge Summit, PA,
  • O’Toole, L., Kiely, J., McGillicuddy, D., & Al, E.: 2019, Parental Involvement, Engagement and Partnership in their Children’s Education during the Primary School Years [Technical Report], National Parents Council, Dublin,
  • Orr, Rachel: 2017, 100 ideas for primary teachers: Differentiation, Bloomsbury, London,
  • Rolfe, G., Freshwater, D., Jasper, M.: 2001, Critical reflection in nursing and the helping professions: a user’s guide, Palgrave Macmillan, Basingstoke,
  • Schuelka, Johnstone, C. J., Thomas, G., & Artiles, A. J.: 2019, The SAGE handbook of inclusion and diversity in education, Sage Publications, London,
  • Smith, Steve, Conti, Gianfranco & Jones, Elspeth: 2021, Memory: What Every Language Teacher Should Know, Independently published,
  • Spendlove, David: 2015, 100 ideas for secondary teachers: Assessment for learning., Bloomsbury, London,
Other Resources

50608, Online Resource, 0, An Chomhairle um Oideachas Gaeltachta & Gaelscolaíochta (COGG), https://www.cogg.ie/, 50609, Online Resource, 0, Department of Education, https://www.gov.ie/en/policy/655184-education/#post-primary-education, 50160, Online Resource, 0, Junior Cycle for Teachers, https://www.jct.ie/home/home.php, 50610, Online Resource, 0, National Council for Curriculum and Assessment: Junior Cycle, https://ncca.ie/en/junior-cycle/, 50611, Online Resource, 0, Post Primary Languages Ireland, https://ppli.ie/, 50161, Online Resource, 0, Professional Development Service for Teachers, http://www.pdst.ie/postprimary, 50163, Online Resource, 0, Teaching Council, http://www.teachingcouncil.ie/en/,
Programme or List of Programmes