Courses / Module

Toggle Print

PLACEMENT LEARNING 3: THE TEACHER AS A CHANGE AGENT

Module code: EDF327
Credits: 20
Semester: Year-Long
Department: FROEBEL EDUCATION
International:
Coordinator: S�amie O'Neill (FROEBEL EDUCATION)

	Overview
	This module is designed to provide student teachers with a solid foundation of high-level beginning knowledge, skills, and professional values critical to the success of school placement and the development of their professional identities. School placement is a central feature of the B.Ed initial teacher education programme. This module is designed to prepare and equip student teachers for school placement in Semester 1 and Semester 2. Students will extend their repertoire of teaching skills to include group teaching, cross-curricular skills, integration, monitoring pupil progress, medium to long-term planning and designing age-appropriate activities. Students will also engage in thematic planning, implement a variety of strategies for teaching and learning; assess pupils learning and employ effective classroom management skills. A particular focus of year 3 will be formative assessment practices and differentiation and how to effectively motivate pupils to learn. They will explore how digital technology can be used effectively for teaching and learning. At all times, students will be encouraged to reflect on their own experiential learning and evaluate and review planning. Professional relationships will be explored, including how best to work with parents and Special Needs Assistants (SNAs) for the benefit of the children. In Semester 1 students will be placed a 5th or 6th class. In Semester 2, students will be placed for three weeks in an infant setting. Students will also be placed for one week in a special class or special school setting. Students will further develop and extend their repertoire of teaching skills and be expected to partake in the daily life of the school. In Semester 2, students will critically examine the concept and potential of Teacher as Change Agent. Agency refers to teachers� understanding of their status as autonomous professionals teaching in community contexts (community of practice; school community). It also refers to their capacity to act on this understanding in intentional, responsible and innovative ways that reflect and enhance their relationships with peers, students, parents and the wider community. School culture and how it impacts on teaching and learning and the implementation of curriculum policy will also be examined.

Overview

This module is designed to provide student teachers with a solid foundation of high-level beginning knowledge, skills, and professional values critical to the success of school placement and the development of their professional identities.

School placement is a central feature of the B.Ed initial teacher education programme.

This module is designed to prepare and equip student teachers for school placement in Semester 1 and Semester 2. Students will extend their repertoire of teaching skills to include group teaching, cross-curricular skills, integration, monitoring pupil progress, medium to long-term planning and designing age-appropriate activities. Students will also engage in thematic planning, implement a variety of strategies for teaching and learning; assess pupils learning and employ effective classroom management skills.

A particular focus of year 3 will be formative assessment practices and differentiation and how to effectively motivate pupils to learn. They will explore how digital technology can be used effectively for teaching and learning. At all times, students will be encouraged to reflect on their own experiential learning and evaluate and review planning. Professional relationships will be explored, including how best to work with parents and Special Needs Assistants (SNAs) for the benefit of the children.

In Semester 1 students will be placed a 5th or 6th class. In Semester 2, students will be placed for three weeks in an infant setting.

Students will also be placed for one week in a special class or special school setting. Students will further develop and extend their repertoire of teaching skills and be expected to partake in the daily life of the school.

In Semester 2, students will critically examine the concept and potential of Teacher as Change Agent. Agency refers to teachers� understanding of their status as autonomous professionals teaching in community contexts (community of practice; school community). It also refers to their capacity to act on this understanding in intentional, responsible and innovative ways that reflect and enhance their relationships with peers, students, parents and the wider community. School culture and how it impacts on teaching and learning and the implementation of curriculum policy will also be examined.

	Learning Outcomes
	On successful completion of the module, students should be able to: Effectively manage and organise teaching and learning in the classroom Apply subject and pedagogical knowledge to plan, teach and assess and reflect on their teaching and learning Demonstrate competence in teaching performance and planning at infant and 5th/ 6th class levels and use Froebelian approaches to achieve planned learning outcomes Provide for the holistic development of the pupil, particularly through differentiated approaches and appropriate Assessment Of and For learning and differentiation strategies Engage with a variety of learning resource professionals on placement and articulate their understanding of the complex role of these professionals Recognise dilemmas and complexities in the practice of teaching, including Teacher Agency and Teacher as Change Agent in educational settings. Be able to understand school culture and how it impacts on teaching and learning and the implementation of curriculum policy. Individually, and in collaboration with colleagues, reflect on their attitudes, and beliefs about teaching and learning, and teaching in Special Schools or Special Class settings, which inform and guide their professional practice.

Learning Outcomes

Teaching & Learning methods

Assessment

Module Graded (numeric value) or Ungraded (Pass/Not Passed): Graded
Continuous Assessment detail(s): The final overall mark for this module is derived from a weighted mark of: 70% for Classroom Performance and 30% for File Preparation. The Classroom Performance mark is based on a weighting of: 50% October SP and 50% January SP The File Preparation mark is based on a weighting of: 50% October SP and 50% January SP. It is a requirement of this module that students attend and complete all elements of School Placement, including preparation of files for block placements. It is a requirement of this module that students independently pass both the Classroom Performance and Placement File elements of each School Placement Block. Students are expected to abide by the guidelines outlined in the Froebel School Placement Handbook and have due regard for the core values and professional commitments as set out in Teaching Council�s Code of Professional Conduct for Teachers. Should COVID 19 Restrictions remain in place, students may have a limited School Placement Experience Due to Covid-19 Restrictions, SP supervisors may not be allowed to visit schools Following SP, the student teacher will participate in a post SP interview with their supervisor to ensure that all areas of Performance were satisfactory. A percentage Grade will be allocated to the Placement File. In Semester two students will spend one week in a special school or special class in a mainstream school

Assessment type	Options	Weighting
Continuous Assessment		100%
University scheduled written examination	No	0%
Other		0%
Total		100%

Pass standard: 40%
Could the result of this module be capped? No
Satisfactory attendance is a requirement of this module

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Should students not pass, or fail to complete one element of school placement, they must undertake a supplemental placement, normally in June. Please note that this will be treated as a supplemental and students will be expected to register for this resit module. Should students not pass, or fail to complete two or three elements of school placement, they must undertake two or three supplemental placements in the next academic year.

Autumn Supplementals/Resits

	Additional Reading
	Cohen, L., Mannion, L & Morrison, K. (2010) A guide to Teaching Practice. 5th Edition. London: Routledge Publishers. Department of Education & Science (1999) Primary School Curriculum. Dublin: Stationery Office. Pollard, A. (2014) Readings for Reflective Teaching in Schools. 2nd Edition. London: Bloomsbury. Pollard, A. (2019) Reflective Teaching in Schools. 4th Edition. London: Bloomsbury. Pollard, A. (2021) Reflective Teaching in Early Education. 2nd Edition. London: Bloomsbury. Sahlberg, P. (2020) Let the Children Play. Oxford: Oxford University Press. Westwood, P. (2020) Commonsense Methods for Children with Special Needs and Disabilities. 8th Edition London: Taylor and Francis

Additional Reading

Timetable

Search form

Courses / Module

PLACEMENT LEARNING 3: THE TEACHER AS A CHANGE AGENT

Semester 1

Semester 2