Module Code: H9PRACTFE
Long Title Practicum in Teaching for Further Education
Title Practicum in Teaching for Further Education
Module Level: LEVEL 9
EQF Level: 7
EHEA Level: Second Cycle
Credits: 15
Module Coordinator: Leo Casey
Module Author: Stephanie Roe
Departments: NCI Learning & Teaching
Specifications of the qualifications and experience required of staff  
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Demonstrate an ability to teach effectively and inclusively in Further Education contexts.
LO2 Demonstrate an understanding of and ability to decide when different teaching strategies should be used and an ability to effectively implement such strategies.
LO3 Analyse and evaluate one’s own teaching, discuss this analysis and evaluation with an experienced professional, and identify ways in which the instructional session could be improved the next time it is presented.
LO4 Demonstrate an ability to communicate effectively with students, learners and peers and an ability to work with other professional educators in planning curricula, coordinating modules, and developing and evaluating educational programmes.
LO5 Demonstrate a capacity for on-gong professional development by scholarly reflection on practice and a commitment to the values and standards as outlined in the Teaching Council Code of Professional Conduct.
Dependencies
Module Recommendations

This is prior learning (or a practical skill) that is required before enrolment on this module. While the prior learning is expressed as named NCI module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Co-requisite Modules
No Co-requisite modules listed
Entry requirements  
 

Module Content & Assessment

Indicative Content
Effectiveness of Teaching (60%)
• Teaching performance, classroom management, emphasis on what the student does • Preparing, analysing and evaluating and teaching session • Considering the strengths, weaknesses, and trade-offs in evaluating a session • What constitutes effective classroom management in various situations • Evaluating feedback available from students (those being taught) and professionals
Capacity for On- going Professional Development (40%)
• Scholarly reflection on practice • Professional conduct during placement • Understanding and adherence to the Teaching Council Code of Professional Conduct • Adherence to and management of Placement documents and process requirements Note: Full details of the assessment and guidelines for students on placement are provided in the Placement Booklet.
Assessment Breakdown%
Coursework100.00%

Assessments

Full Time

Coursework
Assessment Type: Practical % of total: 100
Assessment Date: n/a Outcome addressed: 1,2,3,4,5
Non-Marked: No
Assessment Description:
Students are expected to evidence their progress by means of three types of submission. (i) Schedule of Activities - used to ascertain the activities to be undertaken by the student and agreed with the Placement Tutor. (ii) Journal - a weekly diary entry and log of activities that is entered as the student progresses. (iii) Reflection - this (with the other two) comprises the main evidence base for the learning uplift experienced by the student during the placement. During the Provisional Teaching Phase the students are expected to prepare Learning Teaching and Assessment Strategies for all instruction they deliver.
No End of Module Assessment
No Workplace Assessment
Reassessment Requirement
Repeat failed items
The student must repeat any item failed
Reassessment Description
Students must pass all components of assessment on the module; a component fail leads to a component repeat.

NCIRL reserves the right to alter the nature and timings of assessment

 

Module Workload

Module Target Workload Hours 0 Hours
Workload: Full Time
Workload Type Workload Description Hours Frequency Average Weekly Learner Workload
Lecture Lecture 15 Per Semester 1.25
Lecturer Supervised Learning Placement Supervision 15 Per Semester 1.25
Placement Work-based learning 130 Per Semester 10.83
Independent Learning Independent Learning 215 Per Semester 17.92
Total Weekly Contact Hours 2.50
 

Module Resources

Recommended Book Resources
  • Schön, D. (1983), The Reflective Practitioner: How professionals think in action, Temple Smith, London.
Supplementary Book Resources
  • Brookfield, S. (1995), Becoming a Critically Reflective Teacher, Jossey-Bass, San Francisco.
  • Cordingley, P. (2006), Talking to learn: the role of dialogue in professional development. Education Review, 19(2).
  • Gibbs, G. (1988), Learning by Doing: A Guide to Teaching and Learning Methods, Oxford Further Education Unit, Oxford.
  • Johns, C. (2000), Becoming a reflective practitioner, Blackwell Science, Oxford.
  • Huddleston, P. & Unwin L. (2007), Teaching and Learning in Further Education: Diversity and Change, 3rd. Routledge, Oxford.
  • Pickering, J., Pachler, N., & Daly, C. (2007), New Designs for Teachers’ Professional Learning, Institute of Education, University of London.
Recommended Article/Paper Resources
  • The Teaching Council of Ireland. Teaching Council Code of Professional Conduct.
This module does not have any other resources
Discussion Note: