This module follows School Placement and affords student teachers the opportunity to critically reflect on their experiences. Student teachers will identify and question assumptions they hold about the nature of teaching, learning, schooling and curriculum in cooperative groups that model collegial learning and cultivate research capacity. Student teachers will reflect on the collective meaning and purpose of education and curriculum. The module encourages student teachers to consider¿and reflect on¿their role, as¿professionals, in the teaching profession in Ireland, as well as in curriculum, curriculum development, consultation¿and curriculum reform. Student teachers will synthesise the meaning of teacher professionalism and will deepen their analysis of their emergent identities as members of the teaching profession. Concepts are explored from a macro,¿mezzo¿and micro perspective¿and¿student teachers¿are encouraged¿to critically reflect on practices from their school placements. Concepts are explored through a conceptual framework of teacher professionalism that emphasises teacher agency, critical decision-making and life-long learning.

Underpinned by concepts of agency (teacher and student), critical decision-making and life-long learning, this module will examine how teachers conceptualise their professional identity and role in curriculum. It will explore models of teacher professionalism, understandings of curriculum and will critically analyse the role of the teacher in promoting and advocating for their profession. Key concepts and content areas include professionalism and professionalization - with an emphasis on teacher agency and teacher voice; models of teacher professionalism; teacher identity and values; understanding of curriculum and its link to teacher professionalism; philosophical, sociological, and political influences on teachers and curriculum; landscape of teacher professionalism in Ireland; Preparing for schools as sites of work (school culture and professional learning communities; the¿centrality¿of care within such culture; teachers' personal social and emotional competences); dimensions of the teachers' professional practice (duty of care, the moral role of the teacher, teacher as civic and curriculum change agent; ethical dimensions of teaching, including cyber ethics); recent national and international policy and curriculum developments of relevance to the professional role of the teacher in Ireland today; teacher professional development and engagement with curriculum across the continuum; professional collaboration and engagement with stakeholders as part of professional practice e.g. Teaching Council of Ireland; NCCA, parents.

On successful completion of this module, students will be able to: Critically examine the professional role of the teacher in a changing society. Analyse the meaning of teacher professionalism and teacher's role in curriculum, in light of the current literature and research and changing socio-economic contexts. Examine the impact of national and international policy and curriculum developments on the professional role of the teacher in Ireland today. Reflect critically on their experiences of school placement drawing upon professional dilemmas. Situate curriculum and the teacher as professional in its macro philosophical, political and social contexts. Demonstrate knowledge and understanding of the unique role of the teacher as professional in providing for the holistic development of students, and the complex and intricate nature of teaching, as explicated in the Code of Professional Conduct for Teachers. Critically consider the influence of contextual factors on curriculum and teachers' professional role, with reference to schools as professional learning communities. Demonstrate knowledge and understanding of the continuum of teacher education and the life-long learning journey of the teacher, as outlined in the Teaching Council's policy documents; Droichead: The Integrated Professional Induction Framework and Cosán: The National Framework for Teachers' Learning through developing a related portfolio entry Examine the roles of stakeholders and the importance of engagement and cooperation with them as part of their professional role. Develop a critical understanding of the complexities surrounding current post-primary curriculum reform and policy making in the Irish context and in the wider international contexts

On successful completion of this module, students will be able to: Appreciate the multifaceted roles and responsibilities of members of the teaching profession, including their role in curriculum. Develop professional language to engage in¿collaborative¿curriculum conversations with¿peers and stakeholders. Actively participate in professional learning communities which engage in group reflection, learning and practice. Consider the role of teachers as civic and curriculum change agent. Develop capacities for critical reflection through participating in class discussions and debates and through engagement with relevant literature and research. Appreciate the complexity of the varying contexts within which teacher professionalism and curriculum is developed and sustained.

On successful completion of this module, students will be able to: n/a

The module is delivered in two one-hour lectures and one two-hour workshop per week format. Working in cooperative base groups students are encouraged to critically reflect on their role as future teachers, articulate their understanding of their emerging professional identity and role in curriculum. Drawing upon their debrief from School Placement and discussions with their peers, cooperative base groups are supported to explore professional dilemmas (for example teacher agency in curriculum development, teacher well-being, child welfare, social and emotional learning) that are of relevance and concern to their professional development as a teacher. During the module students actively discuss and reflect upon themes and issues that are central to teacher professionalism as well as identifying and critically exploring assumptions unearthed during placement experiences. The module promotes student responsibility as professionals who will contribute to curriculum, the welfare of students and will advocate for their profession upon graduation. As part of the module, students will complete a portfolio entry relating to 'identifying areas for future learning'.