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EDUC20080

Academic Year 2024/2025

Professional Placement II (EDUC20080)

Subject:
Education
College:
Social Sciences & Law
School:
Education
Level:
2 (Intermediate)
Credits:
20
Module Coordinator:
Mr Declan Qualter
Trimester:
Spring
Mode of Delivery:
On Campus
Internship Module:
No
Module Type:
Professional/Work Placement Module
How will I be graded?
Pass/Fail (GPA Neutral)

Curricular information is subject to change.

The purpose of this module is to introduce student teachers to teaching in a post-primary school setting in a safe and structured manner. Student teachers will undertake this placement in a school allocated by the School of Education. Students will engage in leading language activities as a Cúinteor Teanga (Language Assistant) in their assigned school, as well as co- teaching activities with their Treoraí. Through this experience, they will develop their pedagogical skills, professional awareness, and reflective practice.
Accordingly, placement will involve the following elements:
• Active engagement and participation in the placement setting for the duration of the placement period, upholding professional conduct and ethical practice.
• Plan and lead inclusive, language-focused activities in the post-primary classroom that demonstrate the integration of theory into practice, making use of digital tools where appropriate.
• Design and create inclusive teaching materials and resources to support students’ language learning,
• Work closely with treoraí, placement tutors, placement supervisor, and act on structured feedback regarding lesson planning, delivery, and reflection.
• Engage in structured lesson observations of pedagogical practices used in mainstream classrooms and with students with additional educational needs.
• Reflect on conversations with members of the school community to develop a deeper understanding of the school as a complex organisation and learning community.
• Document and reflect on planning and preparation for leading language learning in an individual Taisce (professional portfolio), which will serve as a definitive record of the students placement experience, including evidence of lesson plans, resources, reflective practice, observations, and other relevant documentation.

About this Module

Learning Outcomes:

On completion of this module students will be enabled to:
1. Collaborate effectively with teachers, school leadership teams, and other members of the post-primary school community.
2. Develop and write structured lesson plans for the teaching of Gaeilge and/or modern languages in the post-primary classroom, supported by appropriate resources that support language teaching and learning.
3. Apply relevant theory to practice by integrating educational frameworks, research, and methodologies into classroom teaching and learning, demonstrating effective application in your teaching practice.
4. Critically reflect on pedagogical approaches to identify strategies for enhancing teaching practice.
5. Examine the broader work of the school community beyond the classroom, including the roles of SEN, subject departments, and other relevant members of the school community.
6. Present a Taisce (digital portfolio) demonstrating all aspects of professional and reflective practice from the placement period.

Student Effort Hours:
Student Effort Type Hours
Lectures

24

Tutorial

12

Specified Learning Activities

120

Autonomous Student Learning

144

Placement/Work Experience

100

Total

400


Approaches to Teaching and Learning:
Experiential and Active learning
Structured Learning Activities
Group/Peer discussion
Critical conversations with supervisor/tutor

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Portfolio: Successful completion of Taisce (portfolio) to include lesson plans, reflections, observations, and resources. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Graded Yes
60
Yes
Practical Skills Assessment: Direct observation of leading of planning, delivering, and reflecting on leading a language lesson in a post-primary school setting. Week 1, Week 2, Week 3, Week 4, Week 5, Week 6, Week 7, Week 8, Week 9, Week 10, Week 11, Week 12 Graded Yes
40
Yes

Carry forward of passed components
No
 

Remediation Type Remediation Timing
Repeat (CFP) Within Three Semesters
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

End of module

Abbott, I., Huddleston, P., & Middlewood, D. (2019). Preparing to teach in secondary schools: A student teacher’s guide to professional issues in secondary education (4th ed.). Open University Press.
Biesta, G. (2017) The Rediscovery of Teaching, Routledge: New York.
Brookfield, S. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass.
Capel, S., Leask, M., & Younie, S. (2019). Learning to teach in the secondary school – A companion to school experience (8th ed.). Routledge.
Cohen, L., Manion, L., & Morrison, K. (2010). A guide to teaching practice (5th ed.). Routledge.
Department of Education. (2024). Looking at our school 2022: A quality framework for post-primary schools. Stationery Office.
Department of Education and Skills. (2015). Framework for junior cycle 2015. Stationery Office.
Dweck, C. (2017). Mindset: Changing the way you think to fulfil your potential. Random House.
Hattie, J. (2023). Visible learning: The sequel: A synthesis of over 2,100 meta-analyses relating to achievement (1st ed.). Routledge.
Hattie, J., & Clarke, S. (2018). Visible learning: Feedback (1st ed.). Routledge.
Hazell, C. (2020). Independent thinking on MFL: How to make modern foreign language teaching exciting, inclusive and relevant. Crown House Publishing.
Hobson, A., Malderez, A., & Tracey, L. (2009). Navigating initial teacher training: Becoming a teacher. Routledge.
Hunton, J. (2015). Fun learning activities for modern foreign languages: A complete toolkit for ensuring engagement, progress and achievement. Crown House Publishing.
Johnson, A. (2017). Teaching strategies for all teachers: Enhancing the most significant variable. Rowman & Littlefield.
Lovell, O., & Dowley, M. (2024). The classroom management handbook: A practical blueprint for engagement and behaviour in your classroom and beyond. Hodder Education.
Maxwell, J. (2019). Making every MFL lesson count: Six principles to support modern foreign language teaching. Crown House Publishing.
McCourt, F. (2006). Teacher man: A memoir. Harper Perennial.
McGregor, D., & Cartwright, L. (2011). Developing reflective practice: A guide for beginning teachers. Open University Press.
Morrison McGill, R. (2013). 100 ideas for secondary teachers: Outstanding lessons. Bloomsbury.
Pachler, N., Evans, M., Redondo, A., & Fisher, L. (2014). Learning to teach foreign languages in the secondary school (4th ed.). Routledge.
Petty, G. (2009). Evidence-based teaching: A practical approach (2nd ed.). Nelson Thornes.
Sellars, M. (2017). Reflective practice for teachers (2nd ed.). SAGE.
The Teaching Council. (2016). Code of professional conduct for teachers (Updated 2nd ed.). The Teaching Council.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
UCD School of Education. (2024). BEd Year 2 professional placement handbook. [Available on Brightspace].
Warren, D. (2019). 100 ideas for secondary teachers: Outstanding MFL lessons. Bloomsbury Education.
Wiliam, D., & Leahy, S. (2015). Embedding formative assessment: Practical techniques for K-12 classrooms. Learning Sciences International.

Name Role
Dr Eileen Bowman Tutor

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 Fri 09:00 - 16:50
Spring Lecture Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 Tues 15:00 - 15:50
Spring Tutorial Offering 1 Week(s) - 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 Tues 16:00 - 16:50
Spring Tutorial Offering 2 Week(s) - 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 Tues 16:00 - 16:50
Spring Tutorial Offering 3 Week(s) - 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33 Tues 16:00 - 16:50