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PROFESSIONAL AND PERSONAL SKILLS FOR TEACHING AND LEARNING 3

Module code: EDF337
Credits: 5
Semester: Year-Long
Department: FROEBEL EDUCATION
International:
Coordinator: Aoife Titley (FROEBEL EDUCATION)

	Overview
	This module further develops students� professional communicative, literacy and numeracy skills and develops creative and reflective practice in advance of undertaking an action research project in Year 4. Students will be introduced to the theory and practice of educational action research in the primary classroom in order to engage in research on their own practice. Student-teachers will be supported in self-reflection to identify a targeted aspect of teaching and learning and to develop a dissertation proposal through Taisce, in advance of their extended school placement in fourth year. Student-teachers receive individual formative feedback on their dissertation proposal, including guidance on referencing, reflective frameworks and academic writing. Exploring professional relationships between schools and parents necessitates acknowledging and respecting parents and parental bodies as key stakeholders in primary education. In alignment with the yearly theme, Teacher as Professional, this module offers a theoretical and practical perspective on working with parents. Through workshops, student-teachers explore how to develop positive relationships and communicate effectively with parents. Students will engage in reflective practice in competency utilising their developing digital capacity. From the perspective of professional growth in competency, students will study Gaeilge and Maths using goal setting and self-directed study skills.

Overview

This module further develops students� professional communicative, literacy and numeracy skills and develops creative and reflective practice in advance of undertaking an action research project in Year 4.

Students will be introduced to the theory and practice of educational action research in the primary classroom in order to engage in research on their own practice. Student-teachers will be supported in self-reflection to identify a targeted aspect of teaching and learning and to develop a dissertation proposal through Taisce, in advance of their extended school placement in fourth year. Student-teachers receive individual formative feedback on their dissertation proposal, including guidance on referencing, reflective frameworks and academic writing.

Exploring professional relationships between schools and parents necessitates acknowledging and respecting parents and parental bodies as key stakeholders in primary education. In alignment with the yearly theme, Teacher as Professional, this module offers a theoretical and practical perspective on working with parents. Through workshops, student-teachers explore how to develop positive relationships and communicate effectively with parents.
Students will engage in reflective practice in competency utilising their developing digital capacity. From the perspective of professional growth in competency, students will study Gaeilge and Maths using goal setting and self-directed study skills.

	Learning Outcomes
	On successful completion of the module, students should be able to: Become familiar with the foundations of educational research, using practitioner action research as the framework for reflecting on theory and practice. Develop a creative teacher-researcher mind-set and demonstrate enhanced confidence and competence in the use of creative and arts-based research methods e.g. PhotoVoice. Create a dissertation proposal which reflects an identified area of interest from their Taisce connected with their practice, suitable for a small-scale, classroom-based, action-research project in Year 4. Demonstrative effective communicative skills in their professional interactions with parents. Support student-teachers to reflect on appropriate forms of communication, including digital communication, in their correspondence with parents and the wider school community. Challenge student teachers to become culturally responsive practitioners by acknowledging, respecting, and affirming the cultural heritage and home life of their pupils. Critically reflect upon, identify, and review personal learning goals, with a view to enhancing their own proficiency in literacy and numeracy. Demonstrate and develop competency, vocabulary, accuracy, confidence, and fluency in spoken and written Irish using methods that will include self-directed and digital learning. Demonstrate appropriate competency in Mathematics for Year 3.

Learning Outcomes

Teaching & Learning methods

Assessment

Module Graded (numeric value) or Ungraded (Pass/Not Passed): Ungraded
Continuous Assessment detail(s): - Maths Competency is assessed via an assignment - Cumas na Gaeilge is assessed via oral exam and a University-scheduled written exam - Students will be provided with a proposal template and will submit an ungraded thesis proposal Students must pass both components in this module individually (Cumas na Gaeilge (55%) and Maths Competency (70%)). In Cumas na Gaeilge, the standard is in line with 55% at a B2 level in oral language and written & reading comprehension skills on the Common European Framework of Reference for Languages (CEFR). It is a requirement to pass both components of Gaeilge � written and oral examinations individually � at 55%. - Satisfactory attendance in Tr�imhse Foghlama na Gaeltachta and throughout the module is a requirement of this course.

Assessment type	Options	Weighting	Duration
Continuous Assessment		50%
University scheduled written examination	On-campus	25%	120 minutes
Other		25%
Total		100%	120 minutes

Could the result of this module be capped? No
Students will maintain a portfolio and submit an thesis proposal. Students must pass both components in this module individually (Cumas na Gaeilge (55%) and Maths Competency (70%). In Cumas na Gaeilge, the standard is in line with 55% at a B2 level in oral language and written & reading comprehension skills on the Common European Framework of Reference for Language Learning (CEFR). It is a requirement to pass both components of Gaeilge � written and oral examinations individually � at 55%. Satisfactory attendance is a requirement of this module

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Cumas na Gaeilge: University scheduled supplemental 2-hour exam and oral examination. Mathematical Competency: supplemental assignment. The minimum standard of 55% in Cumas na Gaeilge for both oral exam, and written exam individually, and 70% in Mathematical Competency, still apply University scheduled written examination (Autumn): 120 minutes, On-campus

Autumn Supplementals/Resits

	Additional Reading
	Digman, C. and Soan, S. (2008) Working with Parents: A Guide for Education Professionals. London: Sage. Council of Europe. (2020). Common European Framework of Reference for Languages: learning, teaching, assessment. Companion Volume. Strasbourg: Council of Europe. McNiff, J. & Whitehead, J. (2010). You and your Action Research Project. London: Routledge. � D�naill, E. (2016). Gramadach gan Str�. Baile �tha Cliath: Gaelchult�r. Sullivan, B., Glenn, M., Roche, M. & McDonagh, C. (2016). Introduction to Critical Reflection and Action for Teacher Researchers. London: Routledge Van de Walle, J.A. , Karp, K.S. and Bay-Williams, J.M. (2020). Elementary and Middle School Mathematics: Teaching Developmentally. Pearson.

Additional Reading

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PROFESSIONAL AND PERSONAL SKILLS FOR TEACHING AND LEARNING 3

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