Module Code - Title:
EN4008
-
TEACHER AS PROFESSIONAL
Year Last Offered:
2018/9
Hours Per Week:
Grading Type:
N
Prerequisite Modules:
Rationale and Purpose of the Module:
Students will reflect on the collective meaning and purpose of education. Students will also synthesise the meaning of teacher professionalism and will deepen their analysis of their emergent identities as members of the teaching profession.
Syllabus:
The historical context of teacher professionalism in Ireland; professionalism and professionalisation; models of professionalism; self-regulation; national policy impact on teacher professionalism e.g. Teaching Council Codes of Professional Conduct; professional accountability, competences; teacher professional development across the continuum (initial, induction, probation and continuous professional development); duty of care; teachers and personal, emotional and moral development; impact of international research and policy on teacher professionalism (OECD, PISA); social and personal education; holistic education and pastoral care; teacher agency; performativity; professional boundaries and partnership; external agencies; whole school context and child welfare.
Learning Outcomes:
Cognitive (Knowledge, Understanding, Application, Analysis, Evaluation, Synthesis)
•Critically examine the professional meaning and role of the teacher in a changing society.
•Examine the impact of national and international policy developments on the professional role of the teacher in Ireland today.
•Through the use of portfolio, reflect on experiences of teacher education in order to develop an understanding of continuous professional career development
•Critically analyse the whole school context and its impact on the professional role of the teacher.
•Critically engage with role of the teacher as responsive to student needs.
Affective (Attitudes and Values)
•Develop the disposition towards holistic education and the well-being of students.
•Appreciate the complexity of the varying contexts within which teacher professionalism is developed and sustained.
Psychomotor (Physical Skills)
N/A
How the Module will be Taught and what will be the Learning Experiences of the Students:
The module is delivered in one lecture and one two-hour workshop per week format. In this module students are encouraged to critically reflect on their role as future teachers and to articulate their understanding of their emerging professionalism.
During the module students actively discuss and reflect upon themes and issues that are central to teacher professionalism and student welfare. The module promotes student responsibility as professionals who will contribute to the welfare of students and will advocate for their profession upon graduation.
Research Findings Incorporated in to the Syllabus (If Relevant):
Prime Texts:
Day, C. and Quing, G (2010)
The New Lives of Teachers
, London: Routledge
Day, C. and Smethem, L. (2009)
The effects of reform: Have teachers really lost their sense of professionalism?
, Journal of Educational Change 10:141-157
OECD (2005)
Teachers Matter: Attracting, Developing and Retaining Effective Teachers
, Paris: OECD
Other Relevant Texts:
Department of Children & Youth Affairs (2011)
Children First: National Guidance for the Protection and Welfare of Children
, Dublin: Government Publications
Evans, L. (2008)
'Professionalism, Professionality and the Development of Education Professionals'
, British Journal of Education Studies, 56 (1), 20-38
Gleeson, J. (2012)
The professional knowledge base and practice of Irish post-primary teachers: what is the research evidence telling us?
, Irish Educational Studies
Pollard, A. (2008)
Reflective Teaching: Evidence-Informed Professional Practice, 3rd edition
, London: Continuum.
Meijer, P., Korthagen, F. and Vasalos, A. (2009)
Supporting presence in teacher education: The connection between the personal and professional aspects of teaching
, Teaching and Teacher Education 25, pp297-308
Mooney Simmie, G., & Moles, J. (2011)
Critical Thinking, Caring and
Professional Agency: An Emerging Framework for Productive Mentoring'
, Mentoring & Tutoring: Partnership in Learning, Vol. 19, (4), pp. 465-482.
Parker-Jenkins M. (2011)
"Children's Rights and Wrongs : the developing nature of children's rights at school with reference to the European Court of Human Rights"
, International Journal of Law and Education, Vol.16 (1) 87-107
Programme(s) in which this Module is Offered:
Semester(s) Module is Offered:
Spring
Module Leader:
patricia.m.mcnamara@ul.ie