| CODE | LLI3008 | ||||||
| TITLE | Field Placement in the Primary Years | ||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||
| MQF LEVEL | 6 | ||||||
| ECTS CREDITS | 6 | ||||||
| DEPARTMENT | Leadership for Learning and Innovation | ||||||
| DESCRIPTION | Students will have a six-week block teaching practice session where they will be responsible for a primary school classroom. During this period they will be responsible for planning and delivering learning activities for the Eight Curricular Areas. During their practicum period, students will be visited by examiners. After every visit, the examiner will provide students with feedback and discuss their performance, either immediately after the end of the lesson when circumstances permit, or at a later date within a determined time window. Study-unit Aims: 1. Familiarising student teachers with the different facets of school life through direct engagement with issues related to teaching and learning within schools as part of a vibrant community. 2. Providing a basic understanding of the various professional requirements which affect a teacher's life. 3. Reflecting and engaging with the challenges facing class and subject teachers through varied encounters (e.g. project work, class teaching, seminars). 4. Developing an overview of the structure and scope of the various curricula, programmes being enacted in the early years, primary and secondary school settings. 5. Developing the ability to link theoretical insights with practice in schools and other institutions/settings. 6. Nurturing the skills, values and attributes needed to be a teacher. Learning Outcomes: 1. Knowledge & Understanding By the end of the study-unit the student will be able to: a. Discuss from a theoretical and practical view the major issues that educators are facing today; b. Engage with other student teachers to discuss how teachers handle curricular and pedagogical issues with reference to learning theories; c. Identify ways of handling class/school issues after addressing them with the class teacher / cooperating teacher and other school personnel; d. Explain and report on the various professional requirements which affect a teacher's life in schools; e. Draw a list of the requirements expected of a class/subject teacher after carrying out observation sessions in schools; f. Analyze and report on the way schools handle issues of inclusion, diversity and multiculturalism through discussions and presentations. 2. Skills By the end of the study-unit the student will be able to: a. Reflect personally and with others on how issues encountered during teaching practice impact on one's role; b. Plan and deliver learning according to children’s individual and group requirements; c. Adopt inclusive practices; d. Assess children's learning; e. Evaluate the teaching skills needed to be effective as a teacher; f. Demonstrate how different settings can have a direct impact on pupil development; g . Engage with the roles and responsibilities of student teachers. Main Text/s and any supplementary readings: Main text: - Clandinin, D. J. and Husu, J. (2017). The SAGE handbook of research on teacher education. SAGE Publications. Supplementary readings: - Calvo de Mora, J. and Wood, K. (2014). Practical knowledge in Teacher Education: Approaches in teacher internship programmes. Oxon: Routledge. |
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| STUDY-UNIT TYPE | Fieldwork | ||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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