Module Details
Module Code: |
PROF N7003 |
Full Title:
|
Applied Professional Practice 3
|
Valid From:: |
Semester 1 - 2019/20 ( June 2019 ) |
Language of Instruction: | English |
Module Owner:: |
Caroline McDonnell
|
Module Description: |
The aim of this module is to provide opportunity to apply theoretical knowledge to professional practice at Experienced Practitioner Level (JELR, 2002) or equivalent (Government of Ireland, 2018) .
|
Module Learning Outcome |
On successful completion of this module the learner will be able to: |
# |
Module Learning Outcome Description |
MLO1 |
Appraise & evaluate personal and professional development opportunities |
MLO2 |
Demonstrate the skills and knowledge outlined in the Experienced Practitioner profile. |
MLO3 |
Apply professional responses to work based challenges at Experienced Practitioner level |
MLO4 |
Engage in on-going reflective practice that supports personal and professional development |
MLO5 |
Demonstrate application of relevant theory to practice at Experienced Practitioner level |
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).
|
No recommendations listed |
Module Indicative Content |
Professional Practice Preparation
Interview skills, Personal Development, Career Planning,
|
Reflective Practice
Continuing engagement with the reflective process and progression of critical appraisal
|
National Frameworks
Assimilated use of Siolta, Aistear, & Diversity, Equality & Inclusion Charter in professional practice workplace
|
Experienced Practitioner Skills
Attuning practice to meet criteria from Experienced practitioner profile
|
Module Assessment
|
Assessment Breakdown | % |
Course Work | 100.00% |
Module Special Regulation |
|
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.
|
Reassessment Description A repeat professional practice assessment (Practical/Skills Evaluation) may be deemed necessary where requirements are not met.
|
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 |
0.13 |
2 |
Total Weekly Learner Workload |
13.60 |
Total Weekly Contact Hours |
13.60 |
Module Resources
|
Recommended Book Resources |
---|
-
Carr, M. & Lee, W.. (2012), Learning Stories _ Constructing Learner Identities in Early Education., SAGE Publications Ltd., London.
-
Reed, M. & Canning N.. (2013), Reflective Practice in the Early Years,, SAGE Publications Ltd, England, [ISBN: 9781848601628].
-
NCCA. National Council for Curriculum and Assessment.. (2009), Aistear. The Early Childhood Curriculum Framework., The Stationery Office, Dublin.
-
Department of Education & Skills. (2017), Siolta. The National Quality Framework for Early Childhood Education, 2nd. DES, Dublin.
-
Moloney, M. & McCarthy, E.. (2018), Intentional Leadership for Effective Inclusion in Early Childhood Education and Care, Routledge, Oxon.
| Supplementary Book Resources |
---|
-
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.
-
Mc Partland, E.. (2012), Supervision and Leadership in Childcare., Gill and Macmillan, Dublin, [ISBN: 0717153428].
-
Stacey, S.. (2018), Inquiry-Based Early Learning Environments: Creating, Supporting, and Collaborating, Redleaf Press, [ISBN: 9781605545813].
-
Sancisi, L. & Egdington, M.. (2015), Developing High Quality Assessment, Observation and Planning in the Early Years: Made to Measure, Routledge Taylor & Francis, [ISBN: 9781138808041].
-
Fisher, J.. (2018), Interacting Or Interfering? Improving Interactions in the Early Years, Open University Press, UK, [ISBN: 978-033526256].
| Recommended Article/Paper Resources |
---|
-
E. Dunphy. (2008), Supporting Early Learning and
Development Through Formative Assessment,
-
McMonagle, A.. Professional Pedagogy for Early
Childhood Education,
-
-
| Supplementary Article/Paper Resources |
---|
-
Hallet, E.. (2016), Early Years Practice For Educators and
Teachers, Sage Publications.
| Other Resources |
---|
-
Journal, Early Childhood Education.
-
Journal, European Early Childhood Education
Research Association.
-
Journal, Journal of Play,
-
Website, DES. (2015), AistearSiolta Practice Guide,
-
PDF document, DCYA. (2016), Diversity, Equality and Inclusion
Charter & Guidelines for Early
Childhood Care & Education, Dublin, Government Publications,
| |