Bachelor of Education Year One, Semester One

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1 Bachelor of Education Year One, Semester One Course Handbook Autumn 2013

2 Welcome from the Dean of Education/ Fáilte ó Déan an Oideachais Dear Student, On behalf of my colleagues I extend a warm welcome to you to the Faculty of Education at Mary Immaculate College. As the largest Education Faculty in Ireland, educating almost forty per cent of all the state-funded primary teachers, we are particularly aware of the significance of the BEd programme in developing, promoting and sustaining a high quality Irish primary education experience for all children. We are also cognisant of our special responsibility to educate teachers for the twenty-first century who share a professional belief in, and moral commitment to, working towards excellence, equity, diversity and social justice within the nation s schools and communities. As a student within the Faculty of Education you are part of a vibrant and innovative community which continues to design and develop new programmes. The BEd degree programme has been re-designed to create an attractive and exciting four-year programme which reflects the College's well-established reputation for excellence in teacher education. This is the second year offering our programme and in response to the feedback from students last year we have revised some modules and amended the schedule. During Year 1 of the programme you will follow a core programme which focuses on the Student as Learner. The Faculty is also involved in the development of other new programmes; our Professional Diploma in Education (Further Education, Level 8) has recently been accredited by the Teaching Council, and our revised Certificate in Religious Education has been approved by the Council for Catechetics. We have also introduced a new Teacher Education Preparatory Programme for Mature Learners; this programme, which is aimed at adult learners who wish to gain access to the BEd programme, is being offered for the first time this autumn. These programmes contribute to the extensive range of postgraduate programmes already being provided by the Faculty in SEN, ICT, Mentoring and Teacher Development, Early Childhood Studies, Adult and Continuing Education, Masters in Education (by Research and Thesis) and Structured PhD in Education. Our lecturers are very approachable and are dedicated to providing you with a top quality educational experience. Please engage with them and with your fellow students to enrich your own learning and to broaden your understanding of what is means to be a teacher. Participate in the life of the College, join clubs and societies, and enjoy the many sporting, social, cultural, and personal development opportunities available to you. In closing, I wish you well in your studies and I hope that your time at Mary Immaculate College will prove both enjoyable and rewarding. Guím gach rath ort i rith na bliana, Professor Teresa O Doherty F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 1

3 INDEX PAGE NUMBER 1. Introduction from the Dean 1 2. Index 2 3. Faculty of Education A Brief Overview 3 4. Faculty of Education Mission Statement 4 5. Key Faculty of Education Contacts 5 6. Introduction to the BEd programme & Conceptual Framework 7 7. Aims of the programme 8 8. Learning Outcomes of the programme Structure of the programme 11 i. Programme Module Table 13 ii. Undergraduate Dissertation, Tréimshe sa Gaeltacht & Study Abroad option 15 iii. Progression, Programme specific regulations & Academic honesty Staff of the Faculty of Education Module Menu Year 1 Programme Schedule Programme Information Hour BEd1 Module Outlines Autumn Semester F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 2

4 FACULTY OF EDUCATION A BRIEF OVERVIEW The academic work of the College is divided into two faculties: the Faculty of Education and the Faculty of Arts both of which contribute to the BEd Programme. The Faculty of Education at Mary Immaculate College is proud of its tradition of teacher education and of the high standards achieved by graduates since its establishment in The Faculty is one of the largest education faculties in Ireland, with a staff of more than 65 full-time academic staff and a further 50 associate members. The Faculty is strongly student-centred and is committed to excellence in its teaching and research. The Faculty offers programmes at certificate, diploma, undergraduate and postgraduate levels. Our flagship undergraduate honours programmes include the following: BEd, which is a full-time four year programme and is the professional qualification required for teachers in primary schools. BEd in Education and Psychology, This four-year full-time programme prepares graduates to be recognised primary school teachers while also holding a degree in Psychology, which is recognised by the Psychological Society of Ireland. BA in Early Childhood Care and Education, which focuses on the development of educarers, professional leaders in the provision of care and education for children from birth to six years in a variety of educational settings. The Faculty also offers a number of postgraduate programmes. The Graduate Diploma in Education (Primary Teaching) is a recognised teaching qualification for primary level teachers who already possess a Level 8 degree. In addition a suite of postgraduate and master s programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in master s and doctoral studies by research and thesis within the Faculty continue to grow. The research work of the Curriculum Development Unit and the Centre for Transforming Education through Dialogue reflect the commitment of Faculty to researching aspects of curricular interest, but also issues of equity and justice within education on local, national and international levels. Faculty members cover a wide range of expertise and professional interests. Many are qualified primary teachers and bring to their students a wealth of professional knowledge and experience. An internationally recognised standard of excellence has been achieved in the areas of professional development, curriculum design and educational research. The Faculty of Education has close links with many of the primary schools in Limerick city and the wider mid-west region. These connections facilitate an on-going professional relationship between the Faculty and the schools. The Faculty is greatly facilitated by the schools and teachers who make their classes available to student teachers for school placements, a crucial aspect of Mary Immaculate College s BEd programme. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 3

5 MISSION STATEMENT OF THE FACULTY OF EDUCATION To foster the social, emotional and intellectual development of our students; to promote and enhance their well-being during their time in college, and to provide opportunities for them to access a range of cultural activities. To encourage students to aspire to standards of excellence in their professional lives compatible with their individual potential. To promote reflective, creative, open-minded, sensitive, competent and committed practice among teachers in the national primary schools system. To empower such teachers to deal not alone with pupils and inschool colleagues but with parents, local communities, colleagues generally, other professionals. To engender in our graduates a commitment to the full, social, emotional, intellectual development, and cultural diversity of the children they teach so that as citizens of the future they are competent, assured and caring members of society. To promote and develop educational research and the application of existing research for the benefit of schools and of the community. To promote among our graduates an openness to research and methodological innovation and to help them to foster a sense of ongoing professional and personal development. To engender in students and graduates a positive, critical attitude to change in their professional lives and the capacity to develop skills and competences to deal with changing needs and demands. To promote and develop educational thought and practice for the benefit of the community, both local and national. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 4

6 Dean of Education Professor Teresa O Doherty Contact: Office: 304a (061) KEY FACULTY OF EDUCATION CONTACTS BEd 1 Co-Ordinator (Semester 1) Dr Déirdre Ní Chróinín Contact: Office: TN04 (061) BEd 1 Co-Ordinator (Semester 2) Dr Michael Finneran Contact: Office: 311 (061) Assistant Dean of Education Dr Sylvia O Sullivan Contact: Office: SG13 (061) Director of School Placement Neil Ó Conaill Contact: Office: 306 (061) Sheila Kent Higher Executive Officer Education Office Contact: Office: (061) Fax: (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 5

7 Faculty of Education Office 307 (Foundation Building) Phone: Counter service to students is available from Monday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a concern or query in relation to general academic issues, please contact Dr Déirdre Ní Chróinín. You can make an appointment to see her by . If your concern specifically refers to School Placement, please contact the SP Office and/or Director of SP ( / ). If you have a concern relating to examinations / repeats / link-ins etc. please contact the Assistant Dean, Dr Sylvia O Sullivan. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. Please give your mobile phone number to the Education Office or other members of staff when communicating with them, as if a matter is urgent, this will enable them to contact you directly. Contacting Lecturers You can find contact details for all academic staff on the College website Staff have offices in a number of buildings. The easiest way to contact a lecturer is to send an and make an appointment. Please remember that Lecturers are very often in schools or engaged in other work, so it is important that you contact them by telephone or . F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 6

8 THE BACHELOR OF EDUCATION PROGRAMME The BEd degree is a four year programme. Graduates will receive a level 8 award consisting of 240 ECTS, which is academically accredited by the University of Limerick. Our Bachelor of Education programme is underpinned by a conceptual framework that informs what we do. As teacher educators, we seek to foster a spirit of justice and compassion in the service of others and the creation of a democratic setting wherein all have the freedom and opportunity to achieve their full potential. Along with ensuring that our graduates are academically and professionally competent, MIC seeks to imbue them with ethical, moral, social, political, religious and spiritual awareness. The BEd programme is grounded in, and as teacher educators we are committed to, the following core principles: the recognition that the child is at the centre of our vision the acknowledgement that knowledge is a fundamental component of teacher education the recognition of, and respect for, the dignity of the individual the exploration and development of teacher identity the development of critical reflection and reflective practice the appreciation and exploration of the role and contribution of the teacher to society, locally, nationally and globally the recognition, appreciation and accommodation of the impact of a diverse and constantly changing society and of diverse social and educational needs. the recognition of the pivotal contribution of educational research to teacher formation the understanding of leadership as an intrinsic component of teacher education These principles serve to inform our vision of education within the BEd programme but also within the broader framework of lifelong learning. This complementarity brings a depth and uniqueness to our programme. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 7

9 AIMS OF THE BACHELOR OF EDUCATION PROGRAMME The BEd programme aims to develop student teachers knowledge, skills, beliefs, and values in ways that support: 1. The development of professionals who promote and maintain a strong commitment to education and teaching and to the quality of the educational experiences of their pupils based on the principles of compassion, empathy, honesty, trust, integrity, democracy, social justice and social engagement, within a strong ethic of responsibility to children, parents and community. 2. The development of professionals who will respect and value childhood and help children to unlock and realise their potential as children and as future adults. The BEd programme endeavours to recognise the uniqueness of every child with his/her own particular history, culture and life experience. It is also cognisant of the fact that the needs, interests and experiences of children are constantly changing and need also to be placed in the context of the wider society. 3. The emerging identity of students as learners, teachers, researchers and future leaders. The BEd programme encourages professionals who challenge and confront what it means to be a learner, teacher, a researcher and leader, and how collectively these understandings become embedded in the everyday realities of all those working in education. 4. The recognition of the dignity of the individual student teacher who brings her/his own unique identity to the teaching profession. The programme endeavours to affirm and support student teachers sense of identity and self-worth, whilst also appreciating the importance of working collaboratively in partnership with others (colleagues, parents and children and the wider community) based on the ideals of integrity, honesty, trust, equality and inclusion. The BEd programme emphasises the importance of building self-confidence and self-awareness and acknowledges the significance of these attributes in the effective teacher. In this respect, the BEd programme recognises that student teachers have the right to have their voices listened to and that they have a significant contribution to make to education. Respect for the dignity of the individual presupposes a spirit and a context of democracy and inclusion. 5. The development of professionals who understand, respect, question and think critically about knowledge and who can adapt this knowledge within the complexities of their educational practice. The BEd programme assists students in gaining an in-depth understanding and appreciation of the forms of knowledge, embodied in their academic electives and educational subjects, the traditional disciplines of sociology, philosophy, psychology and history of education and importantly, the multi-faceted and interdisciplinary nature of knowledge and inquiry. The BEd programme acknowledges the importance of both subject matter knowledge and pedagogical content knowledge in the teaching process, and of the evolving nature of knowledge. 6. The development of professionals who are committed to promoting rich, flexible, creative learnercentred environments, where pupils are active agents in the learning process, and who support the general aims of primary education within the context of each individual child s social and cultural background, development, potential, learning and the multiple forms of understanding the child brings to the classroom (Teaching Council, 2007, p.25). These aims are: To enable the child to live a full life as a child and to realise his or her potential as a unique individual; To enable the child to develop as a social being through living and cooperating with others and so contribute to the good of society; To prepare the child for further education and lifelong learning (Primary School Curriculum, 1999) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 8

10 7. The development of professionals who are competent, assured, creative, caring, active and participative citizens. In addition to demonstrating excellence in knowledge and skills, they will have a sense of the needs of those who are vulnerable in society; they will be enabled to recognise their dignity; and they will have a profound sense of social justice. 8. The development of personal and professional qualities including creativity, enthusiasm, risk-taking, commitment and responsibility, all of which equip teachers to actively initiate, contribute to and respond positively to change in Irish society in the twenty-first century. Also, when appropriate, to act as dynamic agents of change within education at local, national and global levels. 9. The promotion of the reflective practitioner through inquiry-based critical examination and consideration of all aspects of professional practice linked to a commitment to the teacher-as-learner and sustained by continuing professional development and lifelong learning. Inquiry-based critical reflection is integral to the goal of teaching for equality and also to education that attends to excellence, diversity and community. The BEd programme seeks to develop teachers who are reflective, accomplished and enquiring professionals who have the capacity to engage fully with the complexities of education and to become key actors in shaping and leading educational change. 10. The development of professionals who challenge and confront social injustice and inequality as they see them in the class, playground and in the community, thus helping them to become agents of change. Student teachers are encouraged to engage in critique of educational and social policy with a view to determining how policy is made, implemented and changed, thus reaching a greater understanding of their role in the policy process and of how such engagement can help them to become agents of change. 11. The development of professionals who are empowered to recognise, appreciate and accommodate difference. The BEd programme provides opportunities for students to engage in a critical manner with their own attitudes and beliefs in relation to difference and inclusion; and to provide them with the language to engage in critical debate in relation to difference and to understand that the recognition of difference goes beyond mere tolerance. 12. The development of professionals who understand and recognise the pivotal contribution of educational research to teacher formation. The BEd programme emphasises the importance of an inquiry stance in teacher education and provides opportunities and structures that support student teachers in learning from researching practice and to ultimately engage in the role of teacher-asresearcher. 13. The development of professionals who recognise leadership as an intrinsic component of teacher education. The BEd programme will enable students to see the relevance of policy to their formation and also to consider their potential roles in leading policy development both locally and nationally. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 9

11 LEARNING OUTCOMES OF THE BACHELOR OF EDUCATION PROGRAMME The programme aims are evidenced through the following learning outcomes. Each learning outcome embodies principles from the conceptual framework. On successful completion of the programme student teachers will be able to: Knowledge breadth and kind: Demonstrate knowledge and understanding of ethical standards and professional behaviour of teachers and the nature and purposes of education and the education system Demonstrate subject knowledge, curriculum process and content, and professional knowledge Know-how and Skills range and selectivity Engage in critical and analytical thinking, problem-solving, reflection and self-evaluation Engage in planning, teaching, learning, assessment, classroom management and organisation for the classroom and the school as a learning organisation Competence context and role Integrate and apply knowledge skills, attitudes and values in complex and unpredictable educational settings Apply relevant principles and theories of education, in the context of the relevant curriculum/syllabus, using well-developed skills of enquiry, to inform his/her professional practice Exhibit strong interpersonal skill and a readiness to be leaders and innovators of curriculum change Competence learning to learn Demonstrate a commitment to lifelong personal and professional development and actively participate in professional learning communities Critically review the effectiveness of his/her own practice through continuous reflection on that practice Competence - insight Conceptualise teaching and learning as an evolving and challenging dynamic Articulate a commitment to and vision for the development of the uniqueness of the child in all its dimensions Know and uphold the core values and professional commitments which are set out in the Code of Professional Conduct for Teachers and to reflect on these values and commitments and the implications for his/her practice F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 10

12 STRUCTURE OF THE BACHELOR OF EDUCATION PROGRAMME Our innovative four-year BEd programme is built on the premise of a democratic model of initial teacher education (ITE) and will enable students to examine their role as learner, teacher, researcher and leader. Blending subject-specific pedagogies with modules, which interrogate contemporary issues in education, in a context of campus-based and school-based learning opportunities, students will be enabled to achieve deep insights into teaching and learning early in the programme. The entire programme consists of 55 units of study, of which 47 are pre-defined and 8 are electives chosen from a suite of electives. Year 1 comprises Part One of the Programme, while Part Two of the programme, attainment on which final QCA is based, includes Years 2, 3, and 4. The calculation of QCA is affected by the weighting that is given to each year/semester of a programme. The weighting for semesters 1-5 is 1. The weighting for semesters 6, 7, and 8 is 2.The first two years of the programme, which involve mainly core modules, provide a strong foundation in the broad range of curricular areas as well as introducing students to school placement. While 80% of the programme is comprised of core modules, the remaining 20% (eight modules), allows students to design their own course of study within the programme. Students may select to follow a Multidisciplinary BEd, which means that they select their eight electives from across the range of modules on offer, thus creating an individualised programme of study. Students must take a minimum of three electives from Liberal Arts, three electives from Education, and a further two electives from either Education or Liberal Arts. This will allow students to develop their personal interests and talents and to customise their own individual degree paths. Students transcripts will state that they have pursued a Multidisciplinary BEd programme. Alternatively, students may pursue a Specialism in either Liberal Arts or Education. This means that students will select a minimum of five modules in a given subject/area and develop a specialisation in that subject/area. These five modules may comprise of five taught modules or a combination of three taught modules and two dissertation modules. Students transcripts will identify the specialism pursued within the BEd programme, e.g. BEd with a Specialism in Media and Communication Studies or BEd with a Specialism in Physical Education. Depending on resources and student demand, not all specialisms may be available in specific years. In addition, specific departmental regulations may apply within modules and within specialism streams. The list of electives and specialisms will be open to amendment and will be renewed annually. There are a number of key defining choices which students make in consultation with their academic advisor during the programme. To ensure that students are fully advised of their potential choices and the impact of their decisions, a Student Advisor System will be established. Students will also be encouraged to seek the academic advice of Heads of Departments regarding options and to communicate with the Students Union to seek peer support. Every effort will be made to ensure that students are making informed choices throughout the programme. In essence, students have three main programme design options as illustrated in Table 1 below: F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 11

13 Table 1. BEd Programme Design Options for Students Option 1: Multidisciplinary Path A student selects eight modules from disparate areas/subjects, thus creating her/his own unique educational experience and creating a broad knowledge base for her/his future teaching career. Students must select three elective modules from Liberal Arts, three modules from Education, and choose two further modules from across the total range of modules available from both Faculties. Students must take a minimum of three elective modules from both Faculties; they may decide to take 4 from each Faculty. Alternatively, students may decide to take 5 modules from one Faculty list and 3 modules from the other Faculty list. This approach is characterised as the Multidisciplinary Path. Option 2: Liberal Arts Specialism A student selects a suite of five modules from within Liberal Arts in one subject area; normally these specialisms include five taught modules (across semesters Semester 3, 5, 6, and 8) with the exception of Music and Philosophy which provide the student with the option to take either two taught modules in Semester 8 or two dissertation modules. The student s remaining three electives are taken from the Education list of electives. The study of five consecutive modules constitutes a specialism. This approach is characterised as the Liberal Arts Specialism. Option 3: Education Specialism A student selects a suite of five modules from Education in one subject area; these may be five taught modules (across semesters Semester 5, 6, and 8) or three taught modules followed by two dissertation modules within a subject area. The student s remaining three electives are taken from the Faculty of Arts list of electives. The study of five consecutive modules constitutes a specialism. This approach is characterised as the Education Specialism. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 12

14 BEd PROGRAMME MODULE TABLE Semester 1 ECTS Semester 2 ECTS Student as Learner Student as Learner Language and Literacy 1 3 Language and Literacy 2 3 An Ghaeilge agus Múineadh na Gaeilge 3 An Ghaeilge agus Múineadh na Gaeilge STeM 1 Introduction to Mathematics 3 STeM 2 Introduction to Mathematics 3 and its Teaching 1 and its Teaching 2 Schools and Society 1: Developing criticality around recent and contemporary issues in education Supporting the Child as Learner 1: Developmental Psychology and Educational Methodology 6 STeM 3 Introduction to Science 3 6 Supporting the Child as Learner 2 6 Becoming a Student Teacher 3 Introduction to the Creative Arts 1 3 School Placement 1 6 Ethics, Religions, and Beliefs 3 School Placement 2 Tréimhse sa Ghaeltacht Semester 3 ECTS Semester 4 ECTS Student as Teacher Student as Teacher Language and Literacy 3 3 Language and Literacy 4 3 An Ghaeilge agus Múineadh na Gaeilge 3 STeM 4 Introduction to Mathematics and its Teaching 3 3 Creating a Positive Classroom Environment 3 STeM 5 Pedagogy of Maths and Teaching and Learning with ICT 3 3 Social Studies 1: The Global Teacher 3 Social Studies 2 Teaching History and Geography in Primary Schools 3 Christian Religious Education 1 or Religious Education in Multidenominational Schools Module 1 Social, Personal, Health, and Physical Education 1 3 Christian Religious Education 2 or Religious Education in Multidenominational Schools Module 2 3 Social, Personal, Health, and Physical Education Inclusive Education for Children with Special Educational Needs (SEN) 1 3 Schools and Society 2 3 School Placement 3 3 Creative Arts 2 3 Elective 1 (Liberal Arts) 6 School Placement 4 6 At the end of Year 2 students will select whether to take the Multidisciplinary BEd programme or to pursue a specialism in Liberal Arts or Education. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 13

15 Semester 5 ECTS Semester 6 ECTS Student as Researcher Student as Researcher Language and Literacy 5 3 Schools and Society 3 3 STeM 6 Teaching Mathematics and Science Research Methods ethical foundations for teaching and research 3 Early Childhood Education curriculum, research, and pedagogy 3 Early Primary Education and Advanced Educational Methods 3 3 Creative Arts 3 3 Inclusive Education for Children with Special Educational Needs (SEN)2 3 Assessment for and of Learning 6 Elective 4 (Liberal Arts) 6 Elective 2 (Liberal Arts) 6 Elective 5 (Education) 6 Elective 3 (Education) 6 School Placement 5 Tréimhse sa Ghaeltacht 2 (to be confirmed) 6 0 At the end of Year 3 students will select whether to take the Dissertation or Taught Elective option. Semester 7 Semester 8 Teacher as leader Teacher as Leader Additional Educational Experience 6 Policy and Leadership in Education 6 School Placement 6 9 Schools and Society 4 6 School Placement 7 9 Elective 6 (Education) 6 Portfolio 6 Undergraduate Dissertation 1 or Taught Elective 7 Undergraduate Dissertation 2 or Taught Elective F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 14

16 Undergraduate Dissertation Depending on the programme path selected by the student, they may/may not have the option to undertake an Undergraduate Dissertation. For those students whose programme enables them to choose to take either two taught modules or an Undergraduate Dissertation, this decision is made by the students in consultation with their academic advisor during Semester 6. Normally, students submit their dissertation proposal before Week 10 Semester 6 and, normally, supervisors are assigned before the end of Semester 6. Gaeltacht Placement Students will undertake two Gaeltacht placements (two separate blocks each of two weeks) throughout their programme and will create a learning portfolio fillteán foghlama, to document their learning in the Gaeltacht, to support the process of reflection and to identify areas of Irish language competence and Irish language teaching, in which they may need additional support. Through immersion in Irish, the placement aims to: enhance students communicative competence, in the context of their future role as teachers of Irish and of other subjects through the medium of Irish, as well as users of Irish as a living language in the school community. Such competence will be demonstrated by reference to agreed learning outcomes enhance their knowledge and understanding of the life and culture of the Gaeltacht be an enjoyable experience, which enhances student teachers love of Irish as a language and their confidence in speaking it. The students will attend a workshop in College prior to the Gaeltacht placement which will raise the students socio-linguistic awareness and give them a better understanding of Gaeltacht areas. During the placement each week should encompass 35 hours learning activities, of which at least 20 hours will be comprised of formal classes. Course providers will be expected to design teaching and learning plans in consultation with the College and in line with the learning outcomes of the Siollbais Tríú Leibhéal. Formal classes will take place in the morning. Afternoon workshops will allow students to enhance their knowledge and linguistic competence in primary school curricular areas. An Irish oral examination will be held on the students return to College and this assessment will contribute to the students grades in Gaeilge modules. The assessment of the Irish language competence will be in accordance with the Common European Framework of Reference for Languages: Learning, Teaching and Assessment Tréimhse Foghlama sa Ghaeltacht Freastalóidh mic léinn ar dhá thréimhse sa Ghaeltacht (dhá bhloc ama éagsúil a mhairfidh coicís araon) le linn a gclár léinn agus cruthóidh siad punann foghlama fillteán foghlama chun cur síos a thabhairt ar an méid a d fhoghlaimíodar sa Ghaeltacht. Déanfar é seo chun tacú leis an bpróiseas athmhachnamhach agus chun go mbeidh ar a gcumas na limistéir maidir le hinniúlacht sa Ghaeilge agus maidir le teagasc na Gaeilge, ina mbeadh tacaíocht bhreise á lorg acu, a aithint. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 15

17 Trí mhéan an tumoideachais sa Ghaeilge tá sé mar aidhm ag an taithí seo na spriocanna seo a leanas a bhaint amach: Feabhas a chur ar inniúlacht chumarsáide na mac léinn, i gcomhthéacs a ról sa todhchaí mar mhúinteoirí Gaeilge agus ábhair eile trí mheán na Gaeilge, chomh maith le húsáideoirí na Gaeilge mar theanga bheo i bpobal na scoile. Léirítear an inniúlacht seo trí thagairt a dhéanamh do thorthaí foghlama a aontófar roimhré. Feabhas a chur ar a gcuid eolais faoi, agus a dtuiscint ar shaol agus ar chultúr na Gaeltachta Go mbainfidh siad taitneamh as an taithí, rud a chuirfidh le grá an ábhar-mhúinteora don ngaeilge mar theanga agus lena muinín í a labhairt. Freastalóidh mic léinn ar cheardlann sa Choláiste sara gcuireann siad tús leis an tréimhse sa Ghaeltacht ar mhaithe lena bhfeasacht teanga a ardú agus tuiscint níos fearr a thabhairt dóibh faoin ngaeltacht. Le linn na tréimhse ba cheart go mbeadh 35 uair an chloig de ghníomhaíochtaí foghlama, ina mbeidh ar a laghad 20 uair an chloig caite le ranganna foirmeáilte. Beifear ag súil go ndearóidh soláthróirí na gcúrsaí pleananna teagaisc agus foghlama i gcomhar leis an gcoláiste agus go mbeidh siad ar aon dul leis an Siollabas Tríú Leibhéal. Reachtáilfear ranganna foirmeáilte ar maidin le ceardlanna um thráthnóna ina gcuirfear feabhas ar thuiscint agus ar inniúlacht teanga na mac léinn i réimsí curaclaim na bunscoile. Reachtáilfear scrúdú béil sa Ghaeilge nuair a thiocfaidh mic léinn ar ais go dtí an Coláiste agus cuirfidh an measúnú seo le gráid na mac léinn i modúil na Gaeilge. Déanfar an measúnú seo de réir Chomhchreat Tagartha na heorpa um Theangacha: Foghlaim, Teagasc agus Measúnú Study Abroad/International Placement The BEd programme offers students the opportunity to study abroad for one semester. The College has established partnerships with a number of premier Colleges and universities worldwide and encourages student mobility. Exchanges are open to all students. Students may apply to study abroad during Semester 5 and will receive graded academic credit for participation in the programme (i.e. the grades awarded in this semester contribute fully to the student s QCA). F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 16

18 Progression within the Programme In developing the programme, a focus has been maintained on ensuring progression within the programme in terms of students learning and self-development and the understanding, knowledge and skills required to meet the learning and teaching needs of children in today s schools. Clear links are maintained between theoretical input and student teachers school placements. Students must successfully complete all modules in order to progress to the next academic year of the programme. Programme Specific Regulation 1: Programme Specific Regulations (DRAFT) The minimum grade that may be awarded in all school placement modules, grading type N, is C3. The compensating fail grades D1 and D2 may not be awarded. This regulation applies to the following school placement modules, SP4, SP5, SP6, SP7. The letter grades P/F apply to SP1, SP2, SP3, and Additional Educational Experience. Students must achieve a Pass grade in each of these modules to progress to the next year of the programme. Programme Specific Regulation 2: The minimum grade that may be awarded in an Oral Irish examination is C3. The minimum grade applies in the following modules: An Ghaeilge agus Múineadh na Gaeilge 2 An Ghaeilge agus Múineadh na Gaeilge 3 Language and Literacy 5 A student who fails to reach the minimum grade C3 in the Oral Language element of the module will be awarded an F grade for the module. Where the student has passed other elements of the module, the student repeats the oral language element only. The student is capped on the repeat of the module at grade C3. Programme Specific Regulation 3: In order to progress into the final year of their programme, students are required by the end of Year 3 of the programme to obtain an average QPV of at least 2.00 in each of the module grouping below in the areas of English, Gaeilge, and Mathematics. Language and Literacy 1 ; Language and Literacy 2; Language and Literacy 3; Language and Literacy 4; Language and Literacy 5 An Ghaeilge agus Muineadh na Gaeilge 1 ; An Ghaeilge agus Muineadh na Gaeilge 2; An Ghaeilge agus Muineadh na Gaeilge 3 ; Language and Literacy 4; Language and Literacy 5 STeM 1; STeM 2; SteM 4; SteM 5 F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 17

19 A student who does not obtain the minimum average grade required in English and Gaeilge, following Annual Repeats in Year 3, may: Link-in to relevant module/s in the following academic year, subject to the current academic regulations whereby a maximum of 2 modules can be taken on a link-in basis in each semester. A student who does not obtain the minimum average grade required in Mathematics following annual repeats in Year 2, may link-in to SteM 4 and/or Stem 5 in the following academic year to obtain the average minimum QPV to 2.00 Programme Specific Regulation 4: Students who are due to start professional placement in the Spring Semester of Years 1, 2 and 3 of the programmes are subject to critical review. A student who has failed more than 4 modules, or whose residual QCA following the Autumn Semester is less than 2.00, will not be allowed to progress to the Spring Semester and will be required to repeat the Autumn semester prior to progressing to the Spring Semester. Programme Specific Regulation 5: Save in exceptional circumstances, a student shall be afforded only one opportunity to repeat a school placement. Academic Honesty The definitive guide for all academic rules and regulations is the Student Handbook. It is available here: All students are required to familiarise themselves with Appendices Two & Three (Final Assessment Regulations & Coursework Guidelines) of the Student Handbook, particularly the sections concerning cheating. Students should note that the Faculty of Education take matters of academic honesty with the utmost seriousness. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 18

20 STAFF OF THE FACULTY OF EDUCATION Dean of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) (061) Assistant Dean of Education Sylvia O'Sullivan, M.B.S., Ph.D.(UL), MMII, Dip.Phys.Ed. (Sion Hill) (061) Director of Continuing Professional Development Cathal de Paor, B.A.(NUI), Grad.Dip.in Ed.(UL), M.Ed.(UL), M.A. in Classical Irish(NUI), Ph.D. (061) Director of the Curriculum Development Unit Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) (061) Director of School Placement Neil Ó Conaill, B.Ed.(NUI), M.Ed.(Nottingham) (061) There are five academic departments within the Faculty of Education: Department of Arts Education and Physical Education Department of Reflective Pedagogy and Early Childhood Studies Department of Learning, Society and Religious Education Department of Language, Literacy and Mathematics Education Department of Special Education * Indicates that the Faculty Member is currently on Leave F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 19

21 Department of Arts Education and Physical Education Acting Head of Department Déirdre Ní Chróinín, B.A., Ph.D. (UL) MA in Academic Practice, (UL) (061) Drama Michael Finneran, B.Ed.(DCU), M.A, Ph.D. (Warwick) * (061) Dorothy Morrissey, B.Ed., M.A.(NUI), Grad Dip in Drama in Education (Thomond) Grad Dip in Dance (UL), Cert in Community Dance Leadership (Laban Guild) (061) Margaret O'Keeffe, B.Ed.(NUI), M.Ed.(DCU), LLSM (061) Music Education Gwen Moore, B.Mus.Ed.(TCD), M.A. in Music.Ed.(UL), GRIAM, ALCM, Ph.D. (Univ of London) (061) Ailbhe Kenny, B.Ed., M.Ed.(DCU), Ph.D. (Cambridge) (061) Visual Arts Education Tanya Power, NDD, M.A.(NUI) * (061) Anne-Marie Morrin, B.A., H.Dip. Art and Design Education (NCEA), M.A. (UL) Sinead Dinneen, Dip.in Fine Art Sculpture(LSAD), H.Dip.(Art and Design Education), B.A.(WIT), M.A. in Interactive Media(UL) (061) (061) Eamonn Mitchell, B.Ed., M.Ed.(UL) (061) Niall Quinn, Visual Arts Technician, Dip. in Fine Arts(NCEA) (061) Physical Education Sylvia O'Sullivan, M.B.S., Ph.D (UL), MMII, Dip.Phys.Ed. (Sion Hill) Deirdre Ní Chróinín, B.A., Ph.D. (UL) MA in Academic Practice, (UL) (061) (061) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) (061) Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster) * (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 20

22 Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed., (Carysfort College of Ed.), PG Dip in Special Ed., (SPD); BL, (Univ. of London); M.Ed., (SPD); PG Cert in Autism (Children), (SPD), M.Ed. (Autism), (Univ. of Birmingham); Diploma in Irish, (NUIG); PhD, (SPD) (061) Early Childhood Care and Education Deirdre Breathnach, B.Ed.,(NUI) M.Ed.(UL) (061) Jennifer Pope, B.A. Early Childhood Studies, Ph.D.(UCC) (061) Lisha O'Sullivan, B.A. Early Childhood Studies (UCC), M.A. Non-directive Play Therapy (Univ. of York) Des Carswell, B.Sc.,(UCD and Vrije Univ. Amsterdam), Masters in European Social Policy Analysis Mary Moloney, Cert in Psychology, (NUIM), Diploma in Nursery Management, (UCD), MEd in Early Childhood Care & Education (MIC), PhD (MIC). (061) (061) (061) Reflective Practice/ Educational Methodology John O Shea, B.Ed., M.Ed.(UL), Ph.D. (UL) (061) Educational Methodology/Teaching Practice Fiodhna Gardner-Hyland B.Ed. (MIC); PG Dip. In Primary Ed., (DES); MA in Ed., (MIC); PhD, (Univ. of Leicester) (061) Educational Methodology Teresa McElhinney, B.Ed. (NUI), M.Ed.(NUI) (061) ICT in Education Brendan Barry, B.A.(TCD), Grad.Dip.Ed.(MIC), M.Sc.(DCU) (061) Rory McGann B.Ed, M.Ed ICT (UL), Grad Dip. Ed. Lead. (NUIM), Grad. Dip. SEN (UL) (061) Microteaching Kathleen Horgan, B.Ed.,(NUI) M.Ed.(TCD), Ph.D (NUI) (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 21

23 Department of Learning, Society and Religious Education Acting Head of Department Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D. (DCU) (061) Psychology of Education Claire Lyons, B.A.(TCD), Ph.D.(QUB) * (061) Suzanne Parkinson, B.Ed., B.Sc., M.Sc. in Developmental & Educational Psychology; Ed.D. Ed. Psych. Claire Griffin, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) Marie Ryan, B.Ed (Ed & Psych), Grad Dip SEN (UL), MAEP (UCD) (061) (061) (061) History of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) (061) History of Education/ Policy of Education Eilís O Sullivan, NT, MA (UL), Ph.D. (UL) Philosophy of Education Tony Bonfield, B.Ed., M.Ed. (NUI), TEFL Cert (MIC), Ed.D.(Univ. Of Sheffield) Aislinn O Donnell, BA (TCD), MA (UCD), PhD (Univ. of Warwick) (061) (061) Religious Education Patricia Kieran, B.Rel.Sc. (Mater Dei), M.Th., Ph.D.(London) Daniel O Connell, Dip.Phil., B.D.,(NUIM), Grad.Dip. in Holistic Dev.(All Hallows) M.Ed., Ph.D.(Boston College) Maurice Harmon, Dip Phil, BD, H.Dip. in Pastoral Studies, (Maynooth), MA (Fordham University) (061) (061) (061) Sociology of Education F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 22

24 Angela Canny, B.Soc. Sc., M.Soc.Sc.(NUI), Ph.D.(Warwick) (061) Educational Disadvantage Sandra Ryan, BEd (NUI), M.A., Ph.D (Western Michigan) (061) Transforming Education Through Dialogue Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL) * (061) Ruth Bourke, B.A (UL), M.Ed (Adult Ed) (UL) (061) Social, Environmental and Science Education Anne Dolan, B.Ed., M.A., Dip.Adult Comm.Ed. (NUI) Ed.D. (Sheffield Hallam) (061) Eileen O Sullivan, B.Ed., M.Ed.(UCC) (061) Maeve Liston, BSc, PhD (UL) (061) Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D (DCU) (061) Inclusive Education Anne O Byrne, B.Ed.(NUI), M.Ed.(UL) Dip.Special Ed. Dip.Remedial Ed., Dip.Comp. (061) MA in Educational Psychology Siobhan O Sullivan B.Sc. in Ed.(UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader (061) Certificate in Contemporary Living Co-Ordinator Órla Slattery, BA, (MIC); MA in Philosophy, (MIC) (061) Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) (061) Gaeilge F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 23

25 Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) (061) Roibeárd Ó Cathasaigh, B.A., M.A., HDE(NUI) (061) Eilís Ní Dheá, B.A., M.A., HDE, Ph.D.(NUI) * (061) Martina Ní Fhatharta, B.Oid., M. Oid. (061) English Áine Cregan, B.Ed, M.Ed.(NUI),Ed.D (Harvard) (061) Martin Gleeson, N.T., B.A.(NUI), M.Ed.(TCD), Ph.D (UL) (061) John Doyle, B.Ed.(NUI), M.Ed.(UL), Dip. Music Ed.(NUI), ALCM (T.D. Clarinet) Ed.D.(Univ.of Sheffield) (061) Mathematics Education Aisling Leavy, B.Sc.(NUI), Grad.Dip.Ed.(DCU), M.A.in Ed.(Calif. State), Ph.D.(Ariz. State) (061) Mairéad Hourigan, B.Sc., M.Sc., Ph.D. (UL) (061) Noreen O Loughlin, B.Ed., M.Ed., Grad Dip Comp, Dip Bus St, Grad Dip Mant St (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D. (061) TJ Ó Ceallaigh, B.Oid. (UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil (NUIG) (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) (061) Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D. (Ohio State Univ.) (061) Margaret Egan, B.Ed.(TCD), M.Ed.(UL) Ph.D. (UCC) (061) Stella Long, B.Ed., M.Ed.(UL), Dip.Soc.Studies (NUI) (061) Eucharia McCarthy, B.Ed.(NUI), M.Ed.(UL) (061) Johanna Fitzgerald, MA (IOE, London) (061) Trevor O Brien BEd (DCU), MEd, ADAES - Advanced (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 24

26 Diploma in Applied Educational Studies (Hull), Dip Social Studies (UCC) Professional Services Education Secretary Sheila Kent (061) Education Office Marie Quaid Caroline Coyne Zeta Penny Helen Heffernan Paula Treacy Perry Meskell Rose Higgins Nora O Donaghue Deirdre Cussen Continuing and Professional Development (061) (061) (061) (061) (061) (061) (061) (061) Sheila O'Callaghan (061) Special Education Mairead Horan (061) Curriculum Development Unit Deirdre McInerney (061) F a c u l t y o f E d u c a t i o n, M I C B. E d. 1 H a n d b o o k Page 25

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