Module Details
Module Code: |
PROF N7002 |
Full Title:
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Applied Professional Practice 2
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Valid From:: |
Semester 1 - 2019/20 ( June 2019 ) |
Language of Instruction: | English |
Module Owner:: |
Caroline McDonnell
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Module Description: |
The aim of this module is to provide opportunity to apply theoretical knowledge to professional practice at Intermediate Practitioner Level (JELR, 2002) ad/or equivalent .
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Module Learning Outcome |
On successful completion of this module the learner will be able to: |
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Module Learning Outcome Description |
MLO1 |
Identify personal and professional learning objectives, through the development of a continuous professional development (CPD) plan, CV design / update. |
MLO2 |
Apply professional responses to work based challenges at Intermediate Practitioner level |
MLO3 |
Demonstrate the skills and knowledge outlined in the Intermediate Practitioner profile. |
MLO4 |
Demonstrate application of relevant theory in practice at Intermediate Practitioner level |
MLO5 |
Engage in on-going reflective practice that supports personal and professional development |
Pre-requisite learning |
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
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No recommendations listed |
Module Indicative Content |
Professional Practice Preparation
CV Planning / update, career development, personal objectives
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Reflective Practice
On-Going development of critical analysis skills
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National Regulations, Frameworks & Policy
Integrated use of Quality Regulatory Framework, Siolta,Quality Framework; Aistear, Curriculum Framework; and DiversIty, EquaIity
and Inclusion Charter in professional practice
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Intermediate Practitioner Skills
Integrating practice at Intermediate practitioner level
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Module Assessment
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Assessment Breakdown | % |
Course Work | 100.00% |
Module Special Regulation |
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AssessmentsPart Time On Campus
Reassessment Requirement |
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.
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Reassessment Description A repeat professional practice assessment (Practical/Skills Evaluation) may be deemed necessary where requirements are not met.
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DKIT reserves the right to alter the nature and timings of assessment
Module Workload
This module has no Full Time On Campus workload. |
Workload: Part Time On Campus |
Workload Type |
Contact Type |
Workload Description |
Frequency |
Average Weekly Learner Workload |
Hours |
Lecture |
Contact |
Academic Preparation for the professional practice experience |
Once per semester |
0.40 |
6 |
Practical |
Contact |
Professional Practice in the Field |
Once per semester |
13.07 |
196 |
Practical |
Contact |
Practical/Skills Evaluation with development plan created on-site in collaboration with Academic Lecturer |
Once per semester |
0.17 |
2.5 |
Total Weekly Learner Workload |
13.63 |
Total Weekly Contact Hours |
13.63 |
Module Resources
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Recommended Book Resources |
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Department of Justice, Equality and Law Reform. (2002), Model Framework for Education, Training and Professional Development in the Early Childhood Care and Education Sector, Government Publications, Dublin.
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National Council for Curriculum and Assessment.. (2009), Aistear. The Early Childhood Curriculum Framework., The Stationery Office, Dublin.
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Department of Education & Skills. (2017), Siolta. The National Quality Framework for Early Childhood Education, Early Years Education Policy Unit, Dublin.
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Brock, A. & Dodds, S. & Jarvis, P. & Olusoga, Y.. (2009), Perspectives on play - Learning for Life, Pearson Education Ltd, UK.
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Department of Education & Skills. (2015), AistearSiolta Practice Guide, DES, Dublin.
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Hallet, E.. (2013), The Reflective Early Years Practitioner, SAGE Publications Ltd, England, [ISBN: 9781446200568].
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Department of Children & Youth Affairs. (2016), DIversIty, EqualIty AND InclusIon Charter, DCYA.
| Supplementary Book Resources |
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Fisher, J.. (2016), Interacting Or Interfering? Improving Interactions in the Early Years., Open University Press, UK, [ISBN: 978-033526256].
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Sancisi, L. & Egdington, M.. (2015), Developing High Quality Assessment, Observation and Planning in the Early Years: Made to Measure, Routledge Taylor & Francis, [ISBN: 9781138808041].
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Stacey, S.. (2018), Inquiry-Based Early Learning Environments: Creating, Supporting, and Collaborating, Redleaf Press, [ISBN: 9781605545813].
| Recommended Article/Paper Resources |
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N. Hayes. (2007), Perspectives on the Relationship between
Education and care in Early Childhood,
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M. Kernan. (2007), Play as a Context for Early Learning and
Development,
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McMonagle, A.. (2012), Professional Pedagogy for Early
Childhood Education,
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Self Regulation,
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O'Kane. (2016), Transition from Preschool to Primary
School, NCCA,
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Robson, S.. (2006), Developing thinking and understanding in
young children: an introduction for
students, Routledge Taylor & Francis,
| Other Resources |
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Journal:, Early Childhood Education.
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Journal:, European Early Childhood Education
Research Association.
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Website, National Council for Curriculum &
Assessment. (2015), AistearSiolta Practice Guide,
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Website, Department of Education & Skills. (2006), Siolta Manual, Early Years Policy Unit,
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Journal, Journal of play,
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