Courses :: Module, FOUNDATION MODULE 4

	Overview
	This module has two elements: (a) Philosophy of Education and (b) History of Education. Year 4 Foundations focuses very much upon Philosophy of Education. In this module issues relating to �professionalisation� and �deprofessionalisation� are explored, particularly in the context of the challenges they potentially present. This module encourages students to understand their school-based experiences over previous placements in the context of a philosophical framework which highlights issues in relation to ethical behaviours, children�s rights and the nature of education. A significant component of this module is the facilitation of, regular systematic, critical reflection in order to allow students to develop, and articulate, their own personal educational philosophy. The purpose of this module is to provide students with some important resources to sustain them as incisive but constructive critics of their own practice. In this way students are expected to engage in the theory and philosophy of education �in the making�. In the History of Education component, students will examine current issues in Education from a historical perspective. Recent legislation since 1990 which affects primary teacher education will be examined and its impact analysed. Current educational issues will be examined and their impact analysed. A particular focus will be placed on the history of the development of Special Education policy, legislation and practice.

Overview

This module has two elements: (a) Philosophy of Education and (b) History of Education. Year 4 Foundations focuses very much upon Philosophy of Education. In this module issues relating to �professionalisation� and �deprofessionalisation� are explored, particularly in the context of the challenges they potentially present. This module encourages students to understand their school-based experiences over previous placements in the context of a philosophical framework which highlights issues in relation to ethical behaviours, children�s rights and the nature of education. A
significant component of this module is the facilitation of, regular systematic, critical reflection in order to allow students to develop, and articulate, their own personal educational philosophy. The purpose of this module is to provide students with some important resources to sustain them as incisive but constructive critics of their own practice. In this way students are expected to engage in the theory and philosophy of education �in the making�.
In the History of Education component, students will examine current issues in Education from a historical perspective.

Recent legislation since 1990 which affects primary teacher education will be examined and its impact analysed. Current educational issues will be examined and their impact analysed. A particular focus will be placed on the history of the development of Special Education policy, legislation and practice.

	Learning Outcomes
	On successful completion of the module, students should be able to: Have the capacity to think justly and creatively on the central educational issues in teaching and learning Have the capacity to take a well-informed position and well-judged action on such issues Have the capacity to support one�s professional judgment and actions with ethical reasons and convincing evidence Have the capacity to listen to an opposing viewpoint (from pupils, colleagues, parents) and consider it seriously Have the capacity for constructive self criticism and self-evaluation Have the capacity to interrogate professional codes of ethics in teaching, and to orient one�s thinking and action in relation to such codes Critically reflect upon one�s own practice and experiences, employing a theoretical framework grounded in their understanding of the Foundation disciplines Analyse the Irish education system against a framework of national and international research, including relevant legislation and Special Education perspectives

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Professional Learning Portfolio (Philosophy) 70% History of Education Assignment 30% Is Supplemental Continuous Assessment registration permitted? No Is Supplemental Continuous Assessment capped? No

Autumn Supplementals/Resits

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FOUNDATION MODULE 4

Semester 1

Semester 2