Courses :: Module, FOUNDATION MODULE 4

	Overview
	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 and thus empower their professional identity as primary school teachers. In this way students are expected to engage in the theory and philosophy of education �in the making�. Foundation Module 4 will enable students to reflect upon the importance and implications of a commitment to teaching and learning as a way of life including lifelong personal and professional learning. In Philosophy of Education 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. In History of Education, students will examine current issues in Education from an historical perspective. Recent legislation since 1990 which affects primary teacher education will be examined and its impact analysed. Research informed exploration of the impact of Douglas Hyde and the Gaelic League on the revival of the Irish language through the education system will be integral to the module. The importance of Sc�im na Scol will be explored and students will engage in a folklore collection initiative with the National Folklore Collection Ireland focusing on the theme of Cuimhn� Scoile in the primary school. A pedagogy of community engaged learning will underpin this module. This module critically examines the establishment and development of care and education for children with SEN in Ireland from the 1800�s up to the turn of the millenia. The history of education for children with Special Educational Needs is analysed through the lens of wider contextual developments, including political, socio-economic, cultural and religious factors. It encourages students (in light of the historical context) to critically analyse teacher identity and the current education system which emphasises citizenship with a democratic responsibility to each other, children�s rights and children�s voice.

Overview

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 and thus empower their professional identity as primary school teachers. In this way students are expected to engage in the theory and philosophy of education �in the making�. Foundation Module 4 will enable students to reflect upon the importance and implications of a commitment to teaching and learning as a way of life including lifelong personal and professional learning.

In Philosophy of Education 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.

In History of Education, students will examine current issues in Education from an historical perspective. Recent legislation since 1990 which affects primary teacher education will be examined and its impact analysed. Research informed exploration of the impact of Douglas Hyde and the Gaelic League on the revival of the Irish language through the education system will be integral to the module. The importance of Sc�im na Scol will be explored and students will engage in a folklore collection initiative with the National Folklore Collection Ireland focusing on the theme of Cuimhn� Scoile in the primary school. A pedagogy of community engaged learning will underpin this module.

This module critically examines the establishment and development of care and education for children with SEN in Ireland from the 1800�s up to the turn of the millenia. The history of education for children with Special Educational Needs is analysed through the lens of wider contextual developments, including political, socio-economic, cultural and religious factors. It encourages students (in light of the historical context) to critically analyse teacher identity and the current education system which emphasises citizenship with a democratic responsibility to each other, children�s rights and children�s voice.

	Learning Outcomes
	On successful completion of the module, students should be able to: Think sympathetically and critically about Inclusive Education and Global Citizenship Education. To recognise a commitment to education as a democratic process. Demonstrate knowledge and understanding of the unique role of the teacher as situated practitioner in providing for a holistic development of student and the complex and intricate nature of teaching with reference to the Teaching Council�s Code of Professional Conduct for Teachers (2016) and teacher identity. Recognise a commitment to education as ethical, rational, caring defensible, sustaining and valuable. Critically integrate research and theoretical perspectives from all the foundation disciplines into placement learning by reflecting on central educational issues and supporting professional judgements and actions with convincing argument. Utilise students� digital skillset in order to engage in a folklore collection project with their future primary school community. Think critically, analyse, and solve problems as an individual and as part of a team and through a pedagogy of community engaged learning.

Learning Outcomes

	Autumn Supplementals/Resits
	Are supplemental/resit registrations permitted? Yes Professional Learning Portfolio (Philosophy and History of Education Assignment

Autumn Supplementals/Resits

	Additional Reading
	Freire, P. (1970). Pedagogy of the Oppressed. Griffin, S. and Shevlin, M (2011) Responding to Special Educational Needs: An Irish Perspective. Gill and MacMillan, Ireland. Bailey, Barrow, Carr & McCarthy (2010) The SAGE Handbook of Philosophy of Education Coolahan, J. (1981). Irish Education: Its History and Structure. Dublin: Inst. of Public Admin. Nic an Bhaird, M. Mac Math�na,L. � Conchubhair,B, Comer, N and � Seiread�in, C. (2019). Douglas Hyde My American Journey. Dublin: UCD Press

Additional Reading

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FOUNDATION MODULE 4

Semester 1

Semester 2