Bachelor of Education in Education & Psychology Year One, Semester Two

Transcription

1 Bachelor of Education in Education & Psychology Year One, Semester Two Course Handbook Spring 2015

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 in Education & Psychology 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 in Education & Psychology 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. During Year 1 of the programme you will follow a core programme which focuses on the Student as Learner. The Faculty is also continually involved in the development of other new programmes. This academic year sees the introduction of the Professional Master of Education (Primary Teaching) which is a new two-year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. We have also a new MEd in Educational Leadership and Management. Our Professional Diploma in Education (Further Education, Level 8) has been accredited by the Teaching Council, and our revised Certificate in Religious Education has been approved by the Council for Catechetics. We have also an Education Preparatory Programme for Mature Learners, which is aimed at adult learners who wish to gain access to the BEd programme. Táthar ag leanúint ar aghaidh i mbliana lenár gclár iarchéime nuálaíoch, M. Oid. san Oideachas Lán-Ghaeilge, a cuireadh ar an bhfód don chéad uair anuraidh. Is é seo an chéad chlár iarchéime i bpoblacht na héireann le freastal go sonrach ar oideoirí tumoideachais agus ar ghairmithe eile a bhíonn ag obair i réimse an oideachais lán-ghaeilge. 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 it 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

3 INDEX PAGE NUMBER Introduction from the Dean 1 Index 2 Faculty of Education A Brief Overview 3 Mission Statement of the Faculty of Education 4 Progression within the Programme 5 Programme Specific Regulations 5 Academic Honesty 6 Lecture and Tutorial Attendance 6 Module Assessment Guidelines 7 Key Faculty of Education Contacts 8 Staff of the Faculty of Education 10 Module Menu Bachelor of Education in Education & Psychology 1 17 B.Ed. in Education & Psychology Programme Schedule for Semester 1 18 Bachelor of Education in Education & Psychology 1 Autumn Semester Modules 19 Certificate in Religious Education 54

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 in Education & Psychology 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 academic year 2014/15 heralds the introduction of the Professional Master of Education (Primary Teaching) which is a new two year teaching qualification for graduates who already possess a Level 8 degree and who wish to pursue primary school teaching. In addition, a suite of postgraduate and masters programmes is available. The Faculty also provides a range of postgraduate research options and the numbers of students engaging in masters and doctoral studies by research and thesis within the Faculty continue to grow. The research work of the Centre for Research in Education and Teacher Education (CREaTE), Centre for Early-Childhood Research at Mary Immaculate College (Ceramic), 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.

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 in-school 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.

6 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 Regulations Bachelor of Education and Bachelor of Education in Education and Psychology A student who fails a school placement module shall be awarded an F grade or, in the case of Pass/Fail registration, an N grade. The compensating fail grades D1 and D2 shall not be awarded for school placement modules. Save in exceptional circumstances, where a student fails a school placement, s/he shall be afforded only one further opportunity to repeat that placement. 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 four 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. Students who fail the oral Irish component of the following modules shall be awarded an F grade both in that component of the module and in the overall module: An Ghaeilge agus Múineadh na Gaeilge 2 An Ghaeilge agus Múineadh na Gaeilge 3 Language and Literacy 5 Where the student has passed the other elements of the module, s/he repeats the oral Irish component only. The student is capped on the repeat of the module at grade C3. 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 the areas of English, Gaeilge and Mathematics* in each of the three module groupings listed below: 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 A student who does not obtain the minimum average QPV required in Mathematics following annual repeats in Year 2 but who is otherwise eligible to progress may link in to STEM 4 and/or STEM 5 in the following academic year to obtain the average minimum QPV of 2.00 in that module grouping. A student who has not obtained the minimum average QPV required in one or more of the English, Gaeilge or Mathematics groupings following the annual repeats in Year 3 but who otherwise satisfies the general progression regulations may link in to relevant module/s in the following academic year subject to the current academic regulations whereby a maximum of two modules can be taken on a link-in basis in each semester.

7 An absolute minimum quality point value (QPV) of 2.60 across school placement modules SP4, SP5, SP6 and SP7 is required for the award of a first or second class honours degree. *Please note Programme Specific Regulations apply to Year 2 and 3 for current 3BEd cohort 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. Students may be required to submit coursework to the the anti-plagarism software TURNITIN. Normally, the penalty for cheating is suspension for 12 months. A repeat of such conduct shall warrant expulsion. Lecture and Tutorial Attendance Attendance at lectures and tutorials is mandatory. Lecturers reserve the right to administer attendance checks at all/some lectures and tutorials. Except in exceptional circumstances and with the prior approval of both the academic year co-ordinator and lecturer, students must attend their assigned group lecture or tutorial. Lecturers reserve the right to refuse admittance to lectures/tutorials and/or mark a student absent if they do not attend their designated lecture/tutorial. Up to 10% of marks in a module may be deducted for poor attendance at lectures. In the case of tutorials (except in exceptional circumstances), 10% of marks will be deducted for poor attendance. Important: Students are required to familiarise themselves with the Code of Conduct and to adhere to same (see for further information). Please Note: In the case of EDU100 (SP1), attendance will be taken at all tutorials and two or more uncertified absences will result in an F grade being awarded for the module. Module Assessment Guidelines Students are responsible for familiarising themselves with the assessment arrangements for each module. Where modules are assessed by examination, it is the responsibility of the student to register and present for the examination (see for further information). In the case of coursework, students are responsible for ensuring that coursework adheres to the module assessment guidelines, that it is completed on time, and submitted on the designated date. Students are

8 strongly advised to keep an electronic copy of all coursework. Except in exceptional circumstances, extensions will not be granted for coursework submission deadlines. Penalty for Late Submission of Coursework: Except in exceptional circumstances, 10% of marks in a module will be deducted for late submission of coursework. Repeat Assessment Procedures: Where Coursework is the repeat assessment (including both F and I - Grades) students will be notified of the repeat assessment and the repeat assessment guidelines by . It is the responsibility of the individual student to comply with the repeat assessment guidelines which includes submission deadlines.

9 Dean of Education Professor Teresa O Doherty Contact: teresa.odoherty@mic.ul.ie Office: 304a (061) KEY FACULTY OF EDUCATION CONTACTS BEd 1 Co-ordinator Dr Déirdre Ní Chróinín Contact: Deirdre.NiChroinin@mic.ul.ie Office: 311 (061) Director of School Placement Neil Ó Conaill Contact: neil.oconaill@mic.ul.ie Office: 306 (061) Fintan Breen Education Office Manager Education Office Contact: fintan.breen@mic.ul.ie Office: (061) Faculty of Education Office

10 Room 307 (Foundation Building) Phone: Counter service to students is available: Monday from a.m p.m. and 2.00 p.m p.m Tuesday Friday from a.m p.m. and 2.00 p.m p.m Whom should I contact? If you have a general query please the Education Office at educationoffice@mic.ul.ie. You may also go to the Education Office, Third Floor, Main Building, if you have a general query. If you have a concern or query in relation to general academic issues, please contact Dr Angela Canny. You can make an appointment to see her by or via the Education Office. 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 Angela Canny. 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 Initial contact with a lecturer should be made by and if required, the lecturer will arrange a meeting with you. 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 . You are reminded that all communication should be conducted in a courteous manner.

11 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 Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) (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) Acting Director of the Curriculum Development Unit Rory McGann B.Ed., M.Ed. ICT (UL), Grad Dip. Ed. Lead. (NUIM), Grad. Dip. SEN(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

12 Department of Arts Education and Physical Education Acting Head of Department Deirdre Ní Chróinín, B.A., Ph.D.(UL) M.A. in Academic Practice(UL) (061)20453 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 Deirdre Ní Chróinín, B.A., Ph.D.(UL), M.A. in Academic Practice(UL) Richard Bowles, B.Ed.(NUI), M.Sc.(Leicester) PhD. (UL) (061) (061) Co-ordinator of international placements and AEE Elaine Murtagh, B.A., PGCE, Ph.D.(Univ. of Ulster) (061)204569

13 Department of Reflective Pedagogy and Early Childhood Studies Head of Department Emer Ring, B.Ed.(Carysfort College of Ed.), PG Dip. in Special Ed.(DCU), BL, (Univ. of London), M.Ed.(DCU), PG Cert. in Autism (Children)(DCU), M.Ed.(Autism)(Univ. of Birmingham), Diploma in Irish(NUIG), Ph.D.(DCU) (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 (UCD) (061) (061) Co-ordinator of and tutor on the research methods and undergraduate dissertation modules for the B.Ed. programme Mary Moloney, Cert. in Psychology(NUIM), Diploma in Nursery Management(UCD), M.Ed. in Early Childhood Care and Education(MIC), Ph.D.(MIC) (061) Educational Methodology Teresa McElhinney, B.Ed., M.Ed.(NUI) Fiodhna Gardiner-Hyland, B.Ed.(MIC), M.A. in Ed.(MIC), Ph.D.(Univ. of Leicester) (061) (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) Department of Learning, Society, and Religious Education Head of Department

14 Carol O Sullivan, B.Ed., M.Ed.(UL), M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061) Psychology of Education Suzanne Parkinson, B.Ed., B.Sc., M.SC. in Developmental and Educational Psychology, Ed.D.(Ed. Psych). Marie Ryan, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) suzanne.parkinson@mic.ul.ie (061) marie.ryan2@mic.ul.ie (061) History of Education and Policy of Education Teresa O'Doherty, B.Ed., M.Ed.(NUI), Dip. Religious Studies(MIC), Ph.D.(UL) Eilís O Sullivan, N.T., M.A.(UL), Ph.D.(UL) Philosophy of Education teresa.odoherty@mic.ul.ie eilis.osullivan@mic.ul.ie (061) Tony Bonfield, B.Ed., M.Ed.(NUI), TEFL Cert.(MIC), Ed.D. (Univ. Of Sheffield) Aislinn O Donnell, B.A.(TCD), M.A.(UCD), Ph.D.(Warwick) tony.bonfield@mic.ul.ie (061) aislinnodonnell@mic.ul.ie (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, B.D., H.Dip. in Pastoral Studies, (Maynooth), M.A.(Fordham University) patricia.kieran@mic.ul.ie (061) daniel.oconnell@mic.ul.ie (061) maurice.harmon@mic.ul.ie (061) Sociology of Education Angela Canny, B.Soc.Sc., M.Soc.Sc.(UCD), Ph.D.(Warwick) Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) Educational Disadvantage angela.canny@mic.ul.ie sandra.ryan@mic.ul.ie (061) (061) Sandra Ryan, B.Ed.(NUI), M.A., Ph.D.(Western Michigan) sandra.ryan@mic.ul.ie (061) Transforming Education Through Dialogue

15 Ann Higgins, B.Ed., Dip. Remedial Ed., Ph.D.(UL)* Ruth Bourke, B.A.(UL), M.Ed.(Adult Ed)(UL) (061) (061) Social, Environmental and Scientific 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), Ph.D.(UCC) eileen.osullivan@mic.ul.ie (061) Maeve Liston, B.Sc., Ph.D.(UL) maeve.liston@mic.ul.ie (061) Development and Intercultural Education TBA Social, Personal and Health Education Carol O Sullivan, B.Ed., M.Ed.(UL) M.A.(NUI), Ed.D.(DCU) carol.osullivan@mic.ul.ie (061) Inclusive Education (SEN) Anne O Byrne, B.Ed.(NUI), Grad Dip.(Special Ed), Grad Dip.(Remedial Ed),Grad Dip (Computer Studies), M.Ed.(UL) anne.obyrne@mic.ul.ie (061) MA in Educational Psychology Siobhán O Sullivan, B.Sc in Ed. (UL), H.Dip.Psych.(NUI), M.Sc.(Univ.Coll.London) Programme Leader Claire Griffin, B.Ed. (Ed & Psych), Grad. Dip. SEN(UL), MAEP (UCD) siobhan.osullivan@mic.ul.ie (061) claire.griffin@mic.ul.ie (061) Certificate in General Learning and Personal Development Órla Slattery, B.A., (MIC), M.A. in Philosophy(MIC) Course Co-ordinator orla.slattery@mic.ul.ie (061) Department of Language, Literacy and Mathematics Education Head of Department Seán de Brún, N.T., B.A., HDE, M.Ed., Dip.Cat.(NUI) sean.debrun@mic.ul.ie (061)204329

16 Gaeilge 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.(UL) (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) John O Shea, B.Ed., M.Ed.(UL), Ph.D.(UL) Co-ordinator of the Professional Master of Education programme Noreen O Loughlin, B.Ed., M.Ed., Grad. Dip. Comp, Dip. Bus. St., Grad. Dip. Mant St., Ph.D. (University of Bristol)* john.oshea@mic.ul.ie (061) noreen.oloughlin@mic.ul.ie (061) Modhanna Múinte na Gaeilge Seán Ó Cathalláin, B.Ed.(NUI), M.Ed.(OU), Ph.D.(Stirling) sean.ocathallain@mic.ul.ie (061) TJ Ó Ceallaigh, B.Oid.(UL), M.Oid. (UCC) Dioplóma Iarchéime san Oideachas Gairmiúil(NUIG), Ph.D.(UCC) tj.oceallaigh@mic.ul.ie (061) Siobhán Ní Mhurchú, B.Ed.(NUI), M.A.(Ed)(UWE, Bristol) siobhan.nimhurchu@mic.ul.ie (061)204973

17 Department of Special Education Head of Department Patricia Daly, B.A., HDE (NUI), M.A., Ph.D.(Ohio State) (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, M.A.(IOE, London) (061) Trevor O Brien, B.Ed.(DCU), M.Ed., Advanced Diploma in Applied Educational Studies(Hull), Dip Social Studies(UCC) trevor.obrien@mic.ul.ie (061) Professional Services Staff Education Office Manager Fintan Breen fintan.breen@mic.ul.ie (061) Education Office Marie Quaid Caroline Ní Chadhain* Zeta Penny Helen Heffernan Nora O Donoghue Paula Treacy Perry Meskell Rose Higgins Deirdre Cussen marie.quaid@mic.ul.ie caroline.coyne@mic.ul.ie zeta.penny@mic.ul.ie helen.heffernan@mic.ul.ie nora.odonoghue@mic.ul.ie paula.treacy@mic.ul.ie perry.meskell@mic.ul.ie rose.higgins@mic.ul.ie deirdre.cussen@mic.ul.ie (061) (061) (061) (061) (061) (061) (061) (061) (061) Hellen Gallagher Hellen.Gallagher@mic.ul.ie (061) Sheila O'Callaghan sheila.ocallaghan@mic.ul.ie (061) Mairead Horan mairead.horan@mic.ul.ie (061) Josephine Frahill cdu@mic.ul.ie (061) * Indicates that the Faculty Member is currently on leave

18 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.

19 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 selfconfidence 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) 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

20 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-as-researcher. 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.

21 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 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.

22 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: Table 1. BEd Programme Design Options for Students

23 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. Semester 1 Student as Learner BEd in Education & Psychology PROGRAMME MODULE TABLE ECTS Semester 2 Student as Learner ECTS Semester 2a Student as Learner Language and Literacy 1 3 Language and Literacy 2 3 Social Psychology 1 6 ECTS

24 An Ghaeilge agus Múineadh na Gaeilge 1 3 ects mod An Ghaeilge agus Múineadh na Gaeilge 2 STeM 1 3 STeM 2 3e Schools and Society 1 3 STeM 3 3 Psychology of Learning and Development 3 ects modu Ethics, Religions and Beliefs School Placement 1 6 Understanding the Child as Learner Introduction to Psychology 6 ects mod Introduction to the Creative Arts 1 3 ects modul 3 3 ects 3 ects Research Methodology 1 3 School Placement 2 6mod Semester 3 Student as Teacher Research Methodology 1 3 Tréimhse sa Ghaeltacht 1 0 ECTS Semester 4 Student as Teacher ECTS Semester 4a Student as Teacher Language and Literacy 3 3 Language and Literacy 4 3 STeM 5 3 An Ghaeilge agus Múineadh na Gaeilge 3 3cts The Creative Arts 2 3od STeM 4 3 Social, Personal, Health, and Physical Education 2 Social Studies 3ects Psychological 6 Perspectives on Behaviour A Biopsychosocial Approach to Inclusive Education for Children with Special Educational Needs Social, Personal, Health, and Physical Education 1 School Placement 3 3 Cognitive Psychology 3 6 School Placement 4 6 Information Technology & Psychology 3 Personality and Individual differences 3 3 od 6 6 ECTS Semester 5 Student as Researcher ECTS Semester 6 Student as Researcher ECTS Semester 6a Student as Researcher STeM 6 3 Schools and Society 2 3 Applied Placement 3 Language and Literacy 5 3 Early Childhood Psychological and Educational Assessment 6 ects mod Education: Curriculum, Research and Pedagogy Early Primary Education 3 3 ECT S

25 Creative Arts 3 3 and Advanced Christian Religious 3 Educational Methodology Education 1 or Religious Education in Multidenominational Schools Christian Religious Education 2 or Religious Module 1 Education in Multi- Denominational Schools Cognitive Psychology 2 6 Module 2 3 Social Psychology 2 6 Research Methods 2 6 Semester 7 Student as Leader Biological Basis of Behaviour School Placement 5 6 Tréimhse sa Ghaeltacht ECTS: 0 ECTS Semester 8 Student as Leader School Placement 6 9 Schools and Society 3 6 School Placement 7 9 Developmental Portfolio 6 Psychology 2 Abnormal Psychology ECTS Undergraduate Dissertation 1 6 The Psychology of Special Educational Needs Undergraduate Dissertation 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. Trí mhéan an tumoideachais sa Ghaeilge tá sé mar aidhm ag an taithí seo na spriocanna seo a leanas a bhaint amach:

26 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 2001.

27 MODULE MENU BACHELOR OF EDUCATION 1 Semester 1: Module Code Title Credits Grading Type EDU100 School Placement 1 6 P/F EDU101 Language and Literacy 1 3 N EDU102 An Ghaeilge agus Múineadh na Gaeilge 1 3 N EDU103 STeM 1: Introduction to Mathematics and its Teaching 3 N EDU108 Schools and Society 1: Developing criticality around recent and 3 N contemporary issues in education EPS100 Psychology of Learning and Development 3 N PS4001 Introduction to Psychology 6 N PS4711 Research Methodology 3 N Semester 2 Module Code Title Credits Grading Type EDU150 School Placement 2 6 P/F EDU151 Language and Literacy 2 3 N EDU152 An Ghaeilge agus Múineadh na Gaeilge 2 3 N EDU153 STeM 2: Mathematics and its Teaching 2 3 N EDU154 STeM 3: Introduction to Science 3 N EDU156 Ethics, Religions, and Beliefs 3 N EDU157 Introduction to the Creative Arts 1 3 N EDU158 Tréimshe sa Ghaeltacht 1 0 G EDU160 Understanding the Child as Learner 3 N PS4712 Research Methodology 3 N PS4006 Social Psychology 1 6 N

28 BED in Education & Psychology 1 PROGRAMME SCHEDULE FOR SEMESTERS 2 Week 1 Monday 26 January School Placement 2 Preparation / Lectures Week 2 Monday 2 February Lectures Tues Fri inclusive School Placement 2 (Students return to SP1 School) Week 3 Week 4 Week 5 Week 6 Monday 9 February Lectures Tues Fri inclusive Monday 16 February Lectures Tues Fri inclusive Monday 23 February Lectures Tues Fri inclusive Monday 2 March Lectures Tues Fri inclusive School Placement 2 (Students return to SP1 School) Tutor Meeting / Lectures (Students return to SP1 School) School Placement 2 (Students return to SP1 School) School Placement 2 (Students return to SP1 School) Week 7 Mon 9 Fri 13 March Block Week School Placement 2 (Students return to SP1 School) Week 8 Week 9 Week 10 Week 10a Week 11 Week 12 Week 13 Week 14 Week 15 Monday 16 March Lectures Tues Fri inclusive Tuesday 17 March Monday 23 March Lectures Tues Fri inclusive Tuesday 2 June Friday 12 June SP2 Make-up day (Excess of 5 days repeat SP 1 & 2 Mon 1 Fri 12 June) St. Patrick s Day SP2 Make-up day Lectures College Easter Break Lectures Study Week Examinations Gaeltacht Placement Gaeltacht Placement Repeat SP 1 & 2