Module Code: |
H9PRACTFE |
Long Title
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Practicum in Teaching for Further Education
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Title
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Practicum in Teaching for Further Education
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Module Level: |
LEVEL 9 |
EQF Level: |
7 |
EHEA Level: |
Second Cycle |
Module Coordinator: |
Leo Casey |
Module Author: |
Stephanie Roe |
Departments: |
NCI Learning & Teaching
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Specifications of the qualifications and experience required of staff |
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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).
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No recommendations listed |
Co-requisite Modules
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No Co-requisite modules listed |
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
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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.
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Assessment Breakdown | % |
Coursework | 100.00% |
AssessmentsFull 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. |
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No End of Module Assessment |
Reassessment Requirement |
Repeat failed items
The student must repeat any item failed
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Reassessment Description Students must pass all components of assessment on the module; a component fail leads to a component repeat.
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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 |
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Schön, D. (1983), The Reflective Practitioner: How professionals think in action, Temple Smith, London.
| Supplementary Book Resources |
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Brookfield, S. (1995), Becoming a Critically Reflective Teacher, Jossey-Bass, San Francisco.
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Cordingley, P. (2006), Talking to learn: the role of dialogue in professional development. Education Review, 19(2).
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Gibbs, G. (1988), Learning by Doing: A Guide to Teaching and Learning Methods, Oxford Further Education Unit, Oxford.
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Johns, C. (2000), Becoming a reflective practitioner, Blackwell Science, Oxford.
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Huddleston, P. & Unwin L. (2007), Teaching and Learning in Further Education: Diversity and Change, 3rd. Routledge, Oxford.
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Pickering, J., Pachler, N., & Daly, C. (2007), New Designs for Teachers’ Professional Learning, Institute of Education, University of London.
| Recommended Article/Paper Resources |
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The Teaching Council of Ireland. Teaching Council Code of Professional
Conduct.
| This module does not have any other resources |
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