Courses / Module

The rationale that underpins the BSc Science, Mathematics, and
Computer Science Education courses is that good teachers, as well
as being committed to and capable of promoting fruitful learning
among their pupils, also need to be proficient, constructive critics of
their own work. This means developing among student teachers, the
attitudes and practices of proactive, co-operative, reflective
practitioners.
In this module, with the aid of video recording and editing
technology, student teachers will practise and develop the skills of
lesson planning and lesson delivery and will engage in practical
tasks that are designed to encourage critical reflection in a safe
environment. These include video recording, editing and presenting
in conjunction with group and classroom discussion. Through
engagement with Junior Cycle curriculum and methodology classes,
students will begin the process of developing skills for curriculum
planning and development.
Another component of the module is the introduction of restorative
practices. Working as reflective practitioner’s student teachers will
need to develop skills in building positive, sustainable relationships
by evaluating how they communicate. This module will seek to
scaffold communication by demonstrating a value based restorative
approach to building and maintaining relationships. Student teachers
will be given the opportunity to work in restorative circles and will
be supported to practice restorative questions and conversations.
The programme will enable participants to reflect on their emotional
intelligence, use of empathy and understanding of fairness. By
studying anger, blame and shame student teachers will evaluate their
ability to problem solve and transform how they communicate.
This module continues to explore the complexity and breadth of the
teacher’s role in teaching and learning of science, maths, and
computer science in semester two. The theoretical underpinnings of
STEM education are explored in tandem with school-based
experience in a post-primary school. The concept of curriculum
alignment will be explored in general and in subject-specific
context. Students will continue to develop skills in becoming critically reflective practitioners, including participation in
cooperative learning groups and peer evaluation. The module is designed to prepare student teachers for their first
placement experience. They will develop teaching and presentations
skills and receive feedback from peers and lecturers. They will also
learn to deliver professional feedback to colleagues. Meanwhile,
they will explore restorative practices through discussion and
practice-based sessions.
The placement experience affords student teachers the opportunity
to observe teaching (including team teaching), to lead group
discussions and to assist in the development of a variety of
instructional materials.