Courses :: Module, TEACHER AS LEARNER

	Overview
	This module introduces student teachers to reflective practice and journaling and prepares them for entry to their professional role by fostering agency and reflexivity on their own professional learning. It promotes critical reflection on practice and foundation modules and seeks to identify how both inform and shape each other. They will be required to think critically about their ideas of the �good teacher� and locate the emergence of these ideas in their own educational history. The dialogical approaches and professional conversations between student teachers and HEI lecturers employed foster a creative mind set, individually, and in collaboration with colleagues, through reflection on the attitudes, beliefs and core values that guide their professional practice. Using a variety of structured creative and reflective exercises, student teachers learn how to create and maintain a safe, inclusive Froebelian learning environment using strategies that promote congruent, unconditional regard and relational esteem approaches to foster positive behaviour. This component has a particular focus on how to establish good relationships based on mutual respect, trust and meaningful interactions, while also demonstrating how student teachers can communicate effectively with all school stakeholders and the wider community. Through a variety of interactive, learner-led Froebelian lessons, this module ensures that teaching itself is understood and practised as a form of self-critical learning by student teachers, with ample opportunities afforded for creativity in artistic individual and collaborative reflection, and engagement in and with literature. Student teachers are encouraged to connect School Placement and lived experiences to social and policy contexts, the rights of children, school culture and dominant discourses in education. Ongoing, structured journaling activities and engagement with outdoor spaces on campus connect to Taisce e-portfolio-based learning and opportunities for further reflection.

Overview

This module introduces student teachers to reflective practice and journaling and prepares them for entry to their professional role by fostering agency and reflexivity on their own professional learning. It promotes critical reflection on practice and foundation modules and seeks to identify how both inform and shape each other. They will be required to think critically about their ideas of the �good teacher� and locate the emergence of these ideas in their own educational history.
The dialogical approaches and professional conversations between student teachers and HEI lecturers employed foster a creative mind set, individually, and in collaboration with colleagues, through reflection on the attitudes, beliefs and core values that guide their professional practice.
Using a variety of structured creative and reflective exercises, student teachers learn how to create and maintain a safe, inclusive Froebelian learning environment using strategies that promote congruent, unconditional regard and relational esteem approaches to foster positive behaviour. This component has a particular focus on how to establish good relationships based on mutual respect, trust and meaningful interactions, while also demonstrating how student teachers can communicate effectively with all school stakeholders and the wider community.
Through a variety of interactive, learner-led Froebelian lessons, this module ensures that teaching itself is understood and practised as a form of self-critical learning by student teachers, with ample opportunities afforded for creativity in artistic individual and collaborative reflection, and engagement in and with literature. Student teachers are encouraged to connect School Placement and lived experiences to social and policy contexts, the rights of children, school culture and dominant discourses in education. Ongoing, structured journaling activities and engagement with outdoor spaces on campus connect to Taisce e-portfolio-based learning and opportunities for further reflection.

	Learning Outcomes
	On successful completion of the module, students should be able to: Develop a structure to support reflective practice approaches and reflexivity on their own professional practice to enable articulation of key learning points with creativity Recognise and reflect on their emerging professional identity as a Froebelian teacher Recount significant learning experiences, linked to personal and professional identities and their influence on emerging practice Use reflective practice to journal on supportive and dismissive feedback received and assess the impact it had on their identity, motivation and achievement Identify characteristics of a safe Froebelian enquiry-based indoor and outdoor learning environment Reflect on the nature and purposes of education and the social and policy contexts and their impact on the identity of emerging teachers Engage in Taisce e-portfolio-based learning

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes

Autumn Supplementals/Resits

	Additional Reading
	Liebschner, J. ( 1992) A Child's Work: Freedom and Play in Froebel's Educational Theory and Practice, London: Lutterworth Press Moon, J (2004) A Handbook of Reflective and Experiential Learning, London: Routledge Farmer Rodgers, C. and Freiberg, H. J. (1993) Freedom to Learn (3rd edn.), New York: Merrill. Sch�n, D. (1983) The reflective practitioner : how professionals think in action New York : Basic Books

Additional Reading

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TEACHER AS LEARNER

Semester 1

Semester 2