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School placement is a central feature of the BEd initial-teacher-education programme. The term ‘school placement’ refers to that part of the programme which takes place in school settings, and which is designed to give the student teacher an opportunity to integrate educational theory and practice in a variety of teaching situations and school contexts. The school placement experience encompasses a range of teaching and non-teaching activities and affords the student teacher opportunities to participate in school life in a way that is structured and supported.
With a clear focus on the early years of the primary school, this module is designed to prepare and equip student teachers for school placement in Semester 1 and Semester 2 of Y1 of the BEd. Child Developmental Stages, Child Protection Guidelines, the learning environment, play, and teaching methodologies are critically examined in this module, along with the philosophical influences on teaching and learning in Junior and Senior Infant classes. The module will explore Aistear: The Early Childhood Curriculum Framework and students will organise Aistear play centres on placement.
Professional relationships will be explored, including how best to work with parents and Special Needs Assistants (SNAs) for the benefit of the children.
Students will experience a high support/high challenge model of placement where their strengths are nurtured and fostered, while areas for further learning and development are identified in an overarching context of collaborative professionalism as they engage with their Treoraithe and HEI tutors.
Students will learn about management strategies that support suitable and effective learning for all pupils and that promote and maintain positive behaviour.
Students will observe experienced teachers teaching and will be involved in a wide range of school activities. They will have opportunities to actively learn from experienced or practising teachers about relevant and innovate methodologies, including digital technologies, appropriate to their practice. They will also engage meaningfully with Treoraithe on school placement.
Students will reflect critically on their practice and programme of study and how both inform and shape each other. During placement block weeks, students will receive and respond to feedback on their practice from HEI/ School Placement Tutors and Treoraithe in order to identify areas for further professional learning. While on school placement, the student teacher should demonstrate the link between the sites of practice (HEI and school). The student teacher shall, through the use of their Taisce, demonstrate an understanding of inclusive education as applicable to their teaching context and demonstrate an understanding of working with parents.
School Placement consists of two elements: Observation in Semester 1, and School Placement Teaching Block in Semester 2. Students will observe in their placement setting on one day per week in Semester 1. This allows students to become familiar with the culture and practices of schools through observation in an infant classroom. In Semester 2, students will undertake a three-week block placement in the same infant classroom which will enable them to develop their repertoire of teaching and classroom management skills.
On this placement, students are expected to teach two to three lessons per day along with organising and facilitating play activity centres. On all placements, students are expected to work closely with their Treoraithe.
On their return to college from block placements, students will engage in small group Learning Circles with their peers to promote professional dialogue in a community of learners. The Learning Circles programme helps to prepare student teachers for life in the classroom and for active engagement in teaching within a professional learning community.
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PLACEMENT LEARNING 1 (EARLY CHILDHOOD EDUCATION 4 TO 7 YEARS)
Semester 1
