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Overview

On this area of our website you will find information on our Professional Master of Education in Post Primary Education (PMEPP) programme, documents linked to the programme, useful links and contact information.

The Professional Master of Education in Post Primary Education (PMEPP) at Hibernia College, Dublin replaces the Professional Diploma in Education (PDE) as the recognised postgraduate qualification for post primary teaching in Ireland. Hibernia College is a blended learning institution dedicated to improving access to higher education through the delivery of flexible programmes.

Hibernia College’s Professional Master of Education in Post Primary Education (PMEPP) is the most accessible and flexible initial teacher education programme in Ireland and the only programme that is available to graduate student teachers (GSTs) wherever they live.

The PMEPP is a 120-credit award at level 9 and the duration of the programme is two years (24 months). It is a flexibly delivered blended learning programme, combining online content, virtual learning environments and face-to-face delivery to develop professionals and experts who are positioned to be leaders in the field of post-primary education. Hibernia College’s PMEPP is professionally accredited by the Teaching Council and awarded by QQI.

School Experience And Professional Practice (SEPP) Information

Overview of School Experience and Professional Practice (SEPP)

School Experience and Professional Practice (SEPP) introduces the Graduate Student Teacher (GST) to practical and theoretical elements to equip them with skills to enter the teaching profession. Students are introduced to a variety of current teaching and learning methods in a series of online sessions, live tutorials/webinars and on-site workshops/conference days (see below for module content information) and are then given the opportunity to practice these methods in a school environment. The GST completes 24 weeks placement in a minimum of two schools over the course of the PMEPP programme.

The School Experience aspect of the programme is rewarding but challenging. It is the phase of the programme that is most linked to the professional work of a teacher. Throughout the School Experience, GSTs draw on knowledge that has been acquired during the programme to inform their experience and to aid their development in becoming a professional teacher.

This period is also a critical period in the lives of Post Primary learners (students) in the care of GSTs. Hibernia College appreciates this and ensures that the primary focus for GSTs is on the learners. The learners in their care while on School Experience deserve the very best. It is the duty of all GSTs to do all they can to create a meaningful, effective learning environment that will facilitate purposeful teaching and learning for the duration of their School Experience.

 

SEPP 1 Module

This module is divided into taught and practical components over two phases.

During the taught element of the SEPP 1 phase, Graduate Student Teachers (GST) can expect to cover a range of topics such as Professional and Personal Skills Development, for example, Use of Space, Voice Care, Verbal and Non-verbal Communication; Behavioural Issues and Special Educational Needs (BISEN); Confrontation in the Classroom, and Multi-media applications in the classroom.

The practical element covers a 7 week block placement involving structured observation, teaching and reflection in a Post Primary school (see below). This placement is assessed by experienced, subject-expert Supervisors and must be passed in order to progress in the programme.

 

SEPP 1 Placement

School Experience is a period of intensive development which enables the Graduate Student Teacher (GST) to acquire the teaching skills and professional dispositions required for the modern classroom. During this 7 week School Experience, GSTs will have the opportunity to become involved with, and actively participate in, all aspects of school life. Through these experiences the GST will learn to link theory, research and practice in order to acquire the understanding and skills necessary to become a reflective teacher in a range of classroom situations. The GST is guided and assisted towards this end by Hibernia College School Experience Supervisors and the College’s School Experience team through systematic observation, assistance, guidance and advice.

 

SEPP 2 Module

The SEPP module is designed in the constructivist model. Each topic builds on previous knowledge and introduces new concepts and skills to progress the GST. Here, the skills acquired in SEPP 1 are honed and developed further. Graduate Student Teachers (GST) can expect to cover a range of topics in the taught element, such as Child Protection and School Policies, Staffroom Etiquette, Interculturalism, Gifted and Talented, and Multi-media applications in the classroom.

Again, the practical element covers a 7 week block placement involving structured observation, teaching and reflection in a Post Primary school (see below). This placement is assessed by experienced, subject-expert Supervisors and must be passed in order to progress in the programme.

 

SEPP 2 Placement

School Experience continues to build on the skills being developed by the GST. During this 7 week School Experience, GSTs are expected to have reflected on their previous experience and implement strategies to improve their practice. Again, they will have the opportunity to fully immerse themselves in all aspects of school life. The link between theory and practice is further highlighted and reflected upon. The GST continues to be guided and assisted towards successful completion of this phase by Hibernia College School Experience Supervisors and the College’s School Experience team, through systematic observation, assistance, guidance and advice.

 

Advanced SEPP Module

This module provides GSTs with taught and practical advanced teaching and assessment skills and competencies.

It affords GSTs the opportunity to continue to observe best practice in diverse educational settings and take account of a range of Post Primary students’ abilities. It provides GSTs with the knowledge and skills to participate fully as reflective and reflexive professional members of a school community.

The module acts as a capstone to the practice element of the programme and provides that crucial bridge required for the GST to progress from the status of graduate student teacher to that of professional practitioner.

Graduate Student Teachers are guided in the application of their learning to the realities of the classroom and are provided with an understanding of the wider school and the multi-faceted role of the teacher in facilitating learning for all students in the Post Primary context. Current international educational research is embedded throughout the module and the GST completes a self-study research dissertation, using data collected from their School Experience.

In this module, as in the previous two SEPP modules, student teachers are required to complete a work placement experience. This placement is 14 weeks in duration.

Advanced SEPP is the final placement in a GST’s practice before qualifying. The focus here is on transitioning into the world of the school community and includes areas such as student and teacher health and wellbeing, conflict resolution, policy design, collaborative teaching and learning, curriculum design and Restorative Practice.

GSTs are also facilitated in preparing their curriculum vitae and guided in interview techniques.

 

Advanced SEPP Placement

By now, the GST will have successfully completed 14 weeks of Post Primary school placement. They will experience a further 10 weeks teaching a range of junior and senior classes in their subject areas. During this phase, GSTs will collect data on their own practice and compose a dissertation on their active research. Hibernia College School Experience Supervisors and the College’s School Experience team will continue to support and guide the GST in this final stage.

Click here for the Teaching Council’s Guidance on School Placement.

Programme Team

SCHOOL PARTNERSHIP

School Partnership between Higher Education Institutions (HEIs) and schools has long been considered best practice to ensure Graduate Student Teachers (GSTs) are fully cognisant of the professional roles and responsibilities they will assume as teaching professionals. International research points to more effective periods of School Experience for both schools and student teachers when collaboration takes place. The inclusive nature of School Partnership ensures that links can be forged between theory and the practice of the classroom.

The School Partnership Programme was set up in 2012 between Hibernia College and Irish Post Primary schools in order to create a positive, supportive environment for Graduate Student Teachers undertaking teaching placements in schools as part of the College’s PMEPP programme.

Essentially, School Partnership is about improved communication between the school and the College before and during the phase of School Experience. School Partnership will ensure that Graduate Student Teachers are supported in their role during School Experience. It will also facilitate schools in accessing resources from the College for their own CPD and research purposes. Hibernia College Supervisors will still play a very important role in supporting and guiding the Graduate Student Teacher and will continue to visit the student teacher to evaluate their performance.

Benefits of Partnerships to Schools

  • Enabling schools to provide streamlined support to Graduate Student Teachers
  • Playing a vital role in the training of new entrants to the profession
  • Affording experienced teachers the opportunity to share their wealth of experience with Graduate Student Teachers
  • Allowing schools to shape the School Experience process
  • Offering professional development opportunities to develop mentoring and leadership skills of teachers and building capacity within the profession
  • Accessing complimentary Hibernia College CPD and other resources

Supports to Schools

In the spirit of partnership and to recognise the work of partnership schools in School Experience, the College can offer the following supports to schools during the initial phase of partnership:

  • A School Partnership Officer will be available to partnership schools to address a staff meeting/Croke Park hour on the School Experience process.
  • A School Partnership Officer is available to meet with co-operating teachers in advance of a School Experience block.
  • The School Experience manual will be made available to co-operating teachers.
  • Free access to online CPD courses for all partnership schools (see overleaf for details).
  • A mentor training programme will be offered to co-operating teachers.

What are Schools and Teachers asked to do?

The school agrees to take one or more Graduate Student Teachers from Hibernia College. Schools continue to use their professional discretion when accepting a Graduate Student Teacher. Schools will facilitate Graduate Student Teachers in obtaining the required number of hours or classes to fulfil Teaching Council guidelines.

School Experience Phase 1 – 7 weeks
School Experience Phase 2 – 7 weeks
Advanced School Experience  – 10 weeks

Schools will provide a designated point of contact to be used during a School Experience phase. The School Partnership Officer will be the link between the school and Hibernia College. Co-operating teachers will have a short meeting with a School Partnership Officer ahead of the School Experience phase about the process involved. Hibernia College Supervisors may meet with a Graduate Student Teacher’s co-operating teacher when they visit a student. All co-operating teachers will be offered a place on the mentor training programme (this is not compulsory). Places on the CPD courses will be arranged with the school Principal by the School Partnership Officer. Feedback will be sought from schools and co-operating teachers at the end of each phase of School Experience.

Complimentary Continual Professional Development (CPD) Courses for Partnership Schools

All schools who partner with Hibernia College and host Hibernia College Graduate Student Teachers may avail of the following CPD courses free of charge. These courses are available to all staff within the school. In order for a staff member to avail of these courses, the school must have agreed to host a Graduate Student Teacher and will be required to supply name and subject details of the graduate student teacher when enrolling. For further details, please contact schoolpartnership@hiberniacollege.net.

 

Autism: Promoting Social Communication Skills

The Autism and Social Communication course outlines evidence-based strategies to promote social communication skills for students with Autistic Spectrum Disorders (ASDs). This course also explores the management of challenging behaviour, classroom management, collaboration and developing individual education plans (IEPs) for students with ASDs. Teachers are given a general introduction to Autism, leading to an understanding of the difficulties facing students with Autistic Spectrum Disorders (ASDs) on a daily basis. The course also provides practical strategies and interventions for managing the classroom as well as managing the behaviour, learning and communication skills of students with ASDs.

 

Behavioural and Relationship Challenges in Schools

This course explores behavioural and relationship challenges in the classroom, while providing strategies for teaching professionals to deal with these challenges appropriately. The course explores an overview of the theories on cause and effects of stress, trauma and chaos on a learner, provides critical insights into humanistic methods of interpreting and managing behavioural difficulties and provides a range of strategies for promoting effective interpersonal skills. The course emphasises the

importance of constructing a classroom and whole-school collaborative approach where behavioural difficulties are minimised, and addresses issues such as bullying and inappropriate behaviour, while providing a range of strategies for resolving conflict.

 

Coding in the Classroom

This course will introduce teachers to coding and its uses in the classroom. It is designed with the complete beginner in mind.

 

Creating a Positive Environment for Learning

This course addresses the management skills that are vital for personal health and well-being in schools. With this in mind, the course allows teachers to implement subject areas of the curriculum in a way that is beneficial to their own personal health and that of their students. The skills learned in this course are life-long, and vital to the health and well-being of teachers. These skills are transferable and will seek to give teachers the know-how to deal effectively with the daily stressors which appear in every form, in every classroom, and in every school.

 

Incorporating Digital Tools into the 21st Century

This course explores the theory that underpins digital technologies, while providing teachers with a better understanding of how they can use tools from the Internet to create teaching and learning opportunities in the classroom. Teachers will explore the use of digital technologies including Web 2.0 tools and how Web 2.0 informs how young people use the Internet to collaborate and publish content online. The course explores the two main learning theories of behaviourism and constructivism, examines the research on the use of interactive whiteboards (IWBs) in whole-class teaching and looks at the possibilities for teaching, learning and evaluation using the IWB.

 

Leadership in Education

This course will broaden and develop the participant’s knowledge of contemporary international theories on educational leadership. Participants on the course will be exposed to models of best practice and analysis required to identify and personalise their own

leadership skills. They will develop personal and professional capacities of educational leadership through active reflection and active discussion throughout. This course is suitable for principals and aspiring principals at both primary and post-primary level.

 

Mentoring: A Practical Guide for Primary and Post Primary Schools

This very topical course on mentoring will examine the difference between induction and mentoring and the role played by an effective mentor in the primary and post primary school. The course lessons will look at the relationship between mentor and mentee and the creation of an induction welcome pack for student teachers and newly qualified teachers (NQTs). It will examine assessment, observation and a positive work-life balance. This course will complement and enhance the training given to mentors by the National Induction Programme for Teachers (NIPT). It will explore important web sites, sources of information and further reading for mentors in both the primary and post primary school.

Foundations of Education 1

The Foundations of Education module comprises five module components:

  • History of Education
  • Philosophy of Education
  • Sociology of Education
  • Psychology of Education
  • Psychology of Adolescence

 

The History of Education component will familiarise GSTs with the major historical developments in Ireland over the past 100 years and will focus on how the education system has evolved to what it is today.

 

The Philosophy of Education component of this module will examine the works of key philosophers and discuss how the works of philosophers have had a strong influence on educational theories and practices and their significant impact on teaching today.

 

The Sociology of Education component will discuss the major competing sociological paradigms in education, issues associated with inequality of educational opportunity, the school as an organisation and the roles of teacher, administrator and the State.

 

The Psychology of Education component is key to the education and training of post primary teachers. The course will address such topics as:

  • Rationality, concept formation and cognitive development (Piaget, Vygotsky)
  • Memory, learning theory and practice
  • Motivation and personality
  • Learning and teaching styles and moral reasoning (including Kohlberg’s theory) as well as identity and social behaviour

 

The Psychology of Adolescence component will present a broad range of the psychological issues specific to adolescents in Ireland today.

 

On successful completion of this module, Graduate Student Teachers (GSTs) should be able to:

  • Demonstrate a critical understanding of the Foundation disciplines and recognise their manifestation in modern day, post primary education
  • Critically reflect on the pedagogical relevance of the Foundation theories of education and suggest it is considered that they might inform and support the practice of contemporary post primary teachers in an Irish education system, which is ever-changing and potentially complex
  • Synthesise the Foundations theoretical perspectives and interpret their influence on education policy and practice in contemporary post primary education
  • Assess the relevance of the Foundations of Education in the development of the Irish post primary education system
  • Evaluate how the Foundations of Education informs the practice of post primary teachers in the Irish education system

 Further detail on each component is located below.

History of Education

The History of Education strand will familiarise students with the major educational developments in Ireland in the last 100 years and focus on how the education system has evolved to what it is today.

The aims of this strand are to:

·         Enable students to develop a conceptual framework which will inform their practice

·         Develop students’ understanding of key theoretical perspectives and their impact on education today

·         Promote critical debate and reflection on the key concepts and issues, based on the foundation disciplines

Psychology of Education

The Psychology of Education strand is a key component to the education and training of post-primary teachers. In this module, we will examine the key themes of attention and perception, concept formation, cognitive development and rationality. We will also explore important aspects about memory, learning theories and practice. It’s critical as teachers to appreciate the dimensions of how motivation and personality affect successful teaching and learning.

The aims of this strand are to:

  • Enable students to develop a conceptual framework which will inform their practice
  • Develop students’ understanding of key theoretical perspectives and their impact on education today
  • Promote critical debate and reflection on the key concepts and issues, based on the foundation disciplines

Psychology of Adolescence

The Psychology of Adolescence strand will examine the key developmental and social challenges of adolescence. Current and prominent theories of adolescence will be explored and their influence on educational theories and practices will be highlighted. The impact of the developmental stage of adolescence on teaching and learning today will also be discussed.

 On successful completion of this strand, you should be able to:

  • Demonstrate a critical understanding of the developmental stage of adolescence and its impact on modern day, post-primary education
  • Critically reflect on theory and practice relating to the psychology of adolescence
  • Compare and contrast different theoretical perspectives and their impact on teaching and learning today
  • Reflect on the experience of education and the adolescent factors that affect this

Sociology of Education

This strand examines the major competing sociological paradigms in education. We will look at issues associated with inequality of educational opportunity, the school as an organisation and the roles of the teacher, administrators and the State.

After completing the Sociology of Education strand, you should be able to:

  • Demonstrate a critical understanding of the foundation disciplines and their impact on modern day, post-primary education
  • Critically reflect on theory and practice relating to the foundation disciplines
  • Compare and contrast different theoretical perspectives and their impact on teaching and learning today
  • Reflect on the experience of education and the different factors that affect this
  • Critically evaluate the overall impact of communication technology

Philosophy of Education

The Philosophy of Education strand will examine the works of key philosophers and discuss how the works of philosophers have had a strong influence on educational theories and practices and their significant impact on teaching today.

The aims of this strand are to:

  • Enable students to develop a conceptual framework which will inform their practice
  • Develop students understanding of key theoretical perspectives and their impact on education today
  • Promote critical debate and reflection on the key concepts and issues, based on the foundation disciplines

Core Teaching Methodologies (CTM)

Core Teaching Methodologies provides an overview of recent innovations and thinking in relation to teaching, learning and assessment which will inform you as you prepare to plan your teaching.

This module will prepare you to meet the new expectations, as you will develop an understanding of the core ideas and principles underpinning the Junior Cycle curriculum, such as embedding Key Skills within teaching and learning, and thinking about ways to embed key skills within lesson planning.

You will have opportunities to reflect on your own beliefs, values and practices and how they will inform your work as a professional teacher. You will also encounter some of the important research on student learning which will help you develop best practice in your lesson planning and teaching practice.

During this module, you will develop an understanding about the fundamentals of curriculum development and you will also have opportunities to learn about how to shape better lessons through appropriate planning, including how to plan for assessment that helps students to improve their learning.

On successful completion of this module the students will be able to

  • Generate lesson plans, schemes of work and teaching resources that address the aims and objectives of the national strategy for Literacy and Numeracy.
  • Synthesise a number of innovative teaching and learning methods to facilitate the needs of students with different learning styles.
  • Create innovative and creative curriculum resources by developing tailored Short Courses.
  • Develop the skills required for critical reflective practice using the frameworks for School and teacher Self Evaluation.
  • Integrate appropriate knowledge and skills to work in collaboration with others as an active member of a subject department.

Teaching Subject Mastery (TSM)

The Teaching Subject Mastery module affords student teachers an opportunity to enhance and update their knowledge of their subjects.

This module is organised into six pillars as follows:

  1. Languages i.e English, Irish, Modern Foreign Languages
  2. Humanities i.e. Geography, History, C.S.P.E.
  3. Science i.e. Biology, Physics, Chemistry, Agricultural Science
  4. Maths
  5. Business i.e. Business, Accounting, Economics
  6. Music

On successful completion of this module, students should be able to:

  • Identify, recognise and recall essential subject knowledge in both teaching subjects at Junior and Senior post primary curricular level.
  • Exemplify a comprehensive understanding of the use of vocabulary, phonetics and grammar within the language of each teaching subject.
  • Exemplify a comprehensive understanding of the key skills within Mathematics, Music, Languages, Humanities subjects, Business subjects and/or Science subjects at both Junior and Senior cycles
  • Summarise the basic tenets of both teaching subjects at Junior and Senior cycle.
  • Integrate the subject knowledge of both teaching subjects into teaching methodologies.
  • Evaluate subject competence and apply this competence appropriately in a cross curricular approach.

Further detail on each pillar is provided below.

Business Pillar

In this module, you will explore and analyse the content of the Business syllabus for the junior and senior cycle. You will explore the key subjects of the Business pillar: Economics, Accounting and Business.

For Economics, you will expand on the central dichotomy of microeconomics and macroeconomics, specifically their exact content for the Leaving Certificate syllabus. You will engage with themes such as growth, population and statistical analysis, and you will evaluate the primary importance of international trade for the Irish economy.

You will also explore the theoretical perspectives and classroom practice related to Leaving Certificate Accounting. The rudiments of double-entry bookkeeping will be examined so as to provide a solid knowledge base for the financial and management pillars of Accounting. You will examine contemporary issues surrounding computerised accounts and their place, if any, in the Accounting classroom.

Finally, you will explore Business at Junior cycle. You will examine the central topics covered in the existing syllabus and analyse the ideology surrounding the introduction of the new junior cycle framework, thereby enabling you to competently compare and contrast the new and old syllabi. You will also examine enterprise education in second-level schools and reflect on the primary constituents of a business education.

This will enable you to fully appreciate the precise detail of the Business syllabus so as to become an effective and competent practitioner in the teaching of Business at junior and senior cycle. This module will facilitate a process of subject enhancement and augment your existing knowledge through the successful completion of the associated activities.

Humanities Pillar

The Humanities Subject Teaching Mastery module provides you with opportunities to recognise and to address gaps in your academic learning, and to develop essential subject knowledge, analyse current curriculum requirements and develop teaching subject expertise and practice of integrating the key skills associated with the Civics, Social and Political Education (CSPE), History and Geography subject disciplines.

You will uncover common themes, ideas and strategies for teaching the Humanities group of subjects, using a ‘Humanities approach’ lens. This exciting and relevant subject area involves exploring topical and arguable issues with learners, such as planning, development and climate change issues.

Languages Pillar

The overall objective of the Languages Pillar of the Teaching Subject Mastery module is to provide you with an opportunity to update and enhance your subject knowledge in order to empower you to become a competent and effective second-level teacher in your subject.
Being a competent language teacher assumes, in the first instance, that you yourself are fully proficient in all aspects of the language you will be teaching and that you are therefore equipped to help students learn. Being an effective language teacher requires you to draw on many of these language competences, so this module has been designed to allow you to reflect on what those competences are and where you stand in relation to them.
For example:

  • Is your own grammatical knowledge in the language you will be teaching of a sufficiently high standard?
  • What is your knowledge of the genres of writing?
  • Are you au-fait with the main corpus of literature in your teaching language?
  • What is your knowledge of the kind of classroom discourse and questioning that brings about more effective learning?

This module presents a practical yet creative opportunity for you to reflect on what level of subject knowledge you currently have in relation to these key areas and then to undertake some work over a period of time so as to become more masterly in your subject knowledge.

Mathematics Pillar

The overall objective of the Mathematics pillar of the Teaching Subject Mastery module is to enable you to update and enhance your subject knowledge to help you become a competent and effective second-level teacher in your subject.

Being a competent mathematics teacher requires full proficiency in the basic mathematics areas you will be teaching, so that you are equipped to help students learn. This module identifies the key areas of competency in the post-primary Math’s syllabus. It also enables you to gauge your own level of proficiency across the different disciplines and reflect on how you can improve your mastery of these areas.

Science Pillar

This module provides opportunities for graduate student teachers (GSTs) to update teaching subject knowledge to mastery level. The skills needed for effective teaching are analysed, and a close examination of the aims and objectives of the new Senior Cycle syllabuses is undertaken.

Music Pillar

This module will provide a strong grounding in the technical and theoretical elements of the subject of Music. It will cover all of the music-specific knowledge requirements and understanding to confidently approach the syllabi at post-primary level. This will include an extensive study of the rudiments of music as a means towards an in-depth foundation knowledge, extending then towards melody and harmony writing, using the rudiments in practice in the context of performance, listening and analysis and finally taking in a broad sweep of a range of traditional music.

Teaching Methodologies (TM)

Teaching Methodologies affords student teachers the opportunity to explore how to teach their subjects.

 

On successful completion of this module, students should be able to:

  • Critically evaluate and critique a range of teaching methods relevant in both teaching subjects
  • Generate student-centered lessons which promote effective learning
  • Critically analyse how students learn and compare and contrast effective teaching methods to support and scaffold this learning
  • Articulate a critical awareness of a variety of pedagogical theories and practices that enable and enhance classroom management
  • Formulate pedagogically proficient lessons in both subject areas for delivery
  • Integrate ICT appropriately and effectively into the delivery of both teaching subjects
  • Utilise a variety of differentiation strategies in lesson planning to devise effective and inclusive lessons

School Experience and Professional Practice (SEPP) 1 & 2

This module focuses on the practical element of the teaching profession.

On successful completion of this module, students should be able to:

  • Demonstrate their increasing proficiency as effective and dynamic post primary practitioners in both teaching subjects.
  • Utilise best practice classroom management strategies
  • Critically reflect on classroom practice and express those reflections as part of a Professional Portfolio
  • Synthesise specific subject knowledge and the key skills of the core and subject teaching methodologies to teach both subjects proficiently and effectively
  • Differentiate between formative and summative assessment processes in an explicit manner in lesson planning and lesson evaluation
  • Generate differentiated and inclusive teaching strategies and implement these strategies in both teaching subjects
  • Critically analyse and appraise a diverse post primary student population and establish appropriate and inclusive teaching and learning practices, policies and procedures to support and scaffold all students’ educational needs

Foundations of Education 2

The Foundations of Education 2 module will focus on the key psychological, sociological and philosophical perspectives on teaching and learning. It will also examine their influence on education policy and practice. It will explore curriculum development and change in the context of a variety of school programmes and will examine the centrality of school development planning, self-evaluation and teamwork in the management of change. This module will also focus on the ethical and legal obligations on school management and teachers in contemporary post-primary education.

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

  • Synthesise an in depth knowledge of the complexities of the modern post-primary school and the roles and responsibilities of the teacher.
  •  Articulate a critical and ethical understanding of a diverse student population and evaluate practices, policies and strategies required to support them.
  • Validate the wider role of the teacher and the whole school in relation to the benefits to learners, parents and the community.
  • Appraise the significance of pedagogical and philosophical concepts in the successful provision of school based programmes.
  • Appraise the role, function and management of teams, including the building of relationships, in the provision of the range of school based programmes and the wider school context.
  •  Generate self awareness, self control and emotional intelligence as a post primary teacher.
  • Synthesise the Foundations theoretical perspectives and examine their influence on education policy and practice  in contemporary post primary education

Advanced School Experience and Professional Practice (SEPP)

The Advanced School Experience and Professional Practice module builds on the work completed in School Experience and Professional Practice 1 and 2.

On successful completion of this module, students should be able to:

  • Recognise and validate a coherent commitment to the required professional standards of the Teaching Council of Ireland
  • Demonstrate a high level of professional competence in the design and construction of subject specific post primary Schemes of Work, Lesson Plans, Evaluations and Reflective Learning Journals
  • Synthesise specific subject mastery knowledge, understanding and skills acquired in teaching methodology modules and apply them appropriately to classroom practice in both teaching subject areas
  • Differentiate between and utilise Assessment for Learning (AfL)- Formative assessment and Assessment of Learning (AoL)- Summative assessment as appropriate in both teaching subjects
  • Design, integrate and implement cooperative learning and restorative practice strategies into the School Experience and Professional Practice placement as appropriate in both teaching subjects and in the overall school experience
  • Appraise classroom practice and overall school experience as both a Reflective and Reflexive practitioner and generate meaningful and purposeful reflective evaluations as part of a Professional Portfolio
  • Integrate appropriate ICT tools to support and scaffold various teaching methodologies in both teaching subjects
  • Articulate a clear commitment to the implementation of school policies as required by legislation, with specific reference to the ethos of inclusion and diversity, social and cultural background and level of intellectual ability of post primary students
  • Demonstrate their increasing proficiency as effective, inclusive and competent post primary teachers

Research Methods

In this Research Methods strand graduate student teachers will be introduced to the importance of research: not only for enhancing teaching practices, but also for informing government policy on education. GSTs will be given the opportunity to explore key areas in contemporary education. They will examine the role of teacher as a researcher, and learn about the importance of research to enhance professional practice. GSTs will be equipped with the skills and knowledge to apply research skills in order to provide a research evidence-based plan of teaching for improvement in post primary education in a chosen context.  GSTs will have an opportunity to pursue an in-depth, independent, integrative study into an area of professional relevance that will inform and enhance their professional knowledge and practice.

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

  • Critically evaluate and assess the reliability and validity of a range of qualitative and quantitative research methods.
  • Differentiate between a range of strategies for conducting Educational research, including; case studies, action research, experiments, documentary research, evaluation research, and focus groups.
  • Select, conceptualise and organise a researchable post primary educational concept
  • Design, formulate and complete a Major Practice related professional project (10,000 words)
  • Determine areas of particular professional interest as a life-long learner evidenced by a commitment to further study and professional investigation.
  • Integrate the centrality of ethical practice into educational research.

ECTS per module

  • M1: Foundations of Education 1

    10

  • M2: Core Teaching Methodologies

    5

  • M3: Teaching Subject Mastery 1&2

    10

  • M4: Teaching Methodologies 1 & 2

    10

  • M5: School Experience & Professional Practice 1&2, Behavioural Issues and Special Education Needs

    25

  • M6: Foundations of Education 2

    15

  • M7: Advanced School Experience & Professional Practice

    25

  • M8: Module 8: Research Methods & Research Project

    20

Hibernia College School Consultation Survey

Hibernia College is committed to providing outstanding learning experiences for all our student teachers and the post primary students who are taught by them. To this end, schools that host our student teachers play a vital role.

We are keen to consult with schools in relation to how we can ensure that School Experience is as fruitful and meaningful as possible for everyone involved. In order to gather feedback from schools, we have opened a consultation survey.

 

To participate in this survey please click on this link: https://www.surveymonkey.com/r/3XDGYNC

 

The survey has 10 questions. It should take 5-10 minutes to complete. It is divided in to two sections. Section I seeks to garner information in relation to how Hibernia College and its graduates are perceived. Section II seeks to gather information on how we conduct School Experience as a college.

Participation in this survey is entirely voluntary, you do not have to participate and if you choose not to, it will not have any negative repercussions.

The data collected is anonymous and confidential. The research has received ethical approval from the Ethics Committee in Hibernia College. It is in compliance with the British Education Research Association Guidelines (2011) (Available at: https://www.bera.ac.uk/wp-content/uploads/2014/02/BERA-Ethical-Guidelines-2011.pdf?noredirect=1 Accessed 19th April 2016) and is also in compliance with Data Protection Acts in Ireland. The data will be stored on a password protected computer. The data will only be used for the purpose of the research, which may include publication of the results of this research to staff in Hibernia College and external bodies in the form of papers or presentations.

Should you have further information in relation to this survey, or should you wish to get further involved with Hibernia College, please feel free to contact me at the email address below.

Thank you for your time and expertise.

Kind regards,

 

Dr. Louise Heeran Flynn

Programme Director, Post Primary Education

lhflynn@hiberniacollege.net