Further Education: General and Programme Requirements … · Further Education: General and...

Further Education: General and Programme Requirements for the Accreditation of Teacher Education QualificationsIn accordance with Section 38 of the Teaching Council Act, 2001 and Regulation Five of the Teaching Council (Registration) Regulations 2009

March 2011

Table of Contents Acknowledgements 1

Glossary 2

Foreword 3

1 GeneralRequirements 5

1.1 Application1.2 Section38oftheTeachingCouncilAct,20011.3 PurposeoftheQualification1.4 Accreditation1.5 QualificationLevelontheNationalFrameworkofQualifications1.6 EuropeanCreditTransferandAccumulationSystem

(ECTS)Credits1.7 ProgrammeTimeframeandDelivery1.8 EntryRequirements1.9 QualificationRequirementsforRegistration

2 ProgrammeRequirements 8

2.1 SubmissionofProgrammes2.2 CoreValues2.3 PrinciplesandAims2.4 StructureandContent2.5 FoundationStudies2.6 ProfessionalStudies2.7 PracticalTeachingProgramme2.8 Outcomes

3 LearningOutcomes 13

3.1 Values3.2 ProfessionalConduct3.3 CommunicationandRelationships3.4 Teaching,LearningandAssessment3.5 SubjectKnowledge,CurriculumProcessandContent3.6 GroupManagementandOrganisation3.7 TheTeacherasLifelongLearner3.8 KnowledgeandUnderstandingofEducationand

theEducationSystem

An Chomhairle MhúinteoireachtaThe Teaching Council

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AcknowledgementsThegeneralandprogrammerequirementssetoutinthisdocumenthavebeenapprovedbytheTeachingCouncilforthepurposesofaccreditingprogrammesofinitialteachereducation(furthereducation)submittedtotheCouncilinaccordancewithSection38(1)oftheTeachingCouncilAct,2001,andRegulationFive(FurtherEducation)oftheTeachingCouncil(Registration)Regulations,2009.

TheTeachingCouncilwishestoexpressitssincereappreciationtotheorganisationsandindividualswhoofferedadvice,inputandcommentsinthecourseofthepreparationoftheserequirements.TheCouncilwishestorecorditsparticularappreciationtothemembersoftheoriginalProgrammeProvidersWorkingGroupwhopreparedtheinitialreport.

Further Education: General and Programme Requirements for the Accreditation of Teacher Education Qualifications

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GlossaryAccreditationAccreditationreferstothestatutorypoweroftheTeachingCounciltoreviewandaccreditprogrammesofteachereducationandtrainingprovidedbyinstitutionsofhighereducationandtrainingintheState.

FurtherEducationandFurtherEducationSectorTheterm“furthereducation”embraceseducationandtrainingwhichusuallyoccursoutsideofpost-primaryschoolingbutwhichisnotpartofthethird-levelsystem.

HEITheterm“HEI”or“HigherEducationInstitution”isusedinthisdocumenttodenotethosecolleges,universitiesandotherthirdlevelbodiesprovidingoneormoreprogrammesofinitialteachereducation.

RegistrationRegulationsRegistrationRegulationswerepublishedin2009bytheTeachingCouncilinaccordancewithSection31oftheTeachingCouncilAct,2001.RegulationFiveoftheTeachingCouncil(Registration)Regulations,2009referstofurthereducation.SuchRegulationsmay,fromtimetotime,beamendedorupdatedbytheTeachingCouncil.


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ForewordInNovember2009,theTeachingCouncilpublishedtheTeachingCouncil(Registration)Regulations,2009whichsetouttheCouncil’srequirementsforpersonswishingtobecomeregisteredteachersinIreland.Amongtheobjectivesoftheregulationsistheachievementofconsistentstandardsinthequalificationsrequiredtoberegisteredasateacher,irrespectiveofwhethertheteacherwillteachintheprimary,post-primary,orfurthereducationsectors.

IncludedinRegulationFive(FurtherEducation)ofthoseregulationsistherequirement,witheffectfrom01April2013,forapplicantsforregistrationtohaveattained,interalia,aCouncilapprovedfurthereducationteachereducationqualification.

Thisdocument,theGeneral and Programme Requirements,willbeusedbytheTeachingCouncilwhenassessingandaccreditingfurthereducationteachereducationprogrammesbeingofferedbyHigherEducationInstitutions(HEIs).ItsetsouttherequirementswhichwillbeappliedinconjunctionwiththeCouncil’soverarchingteachereducationprogrammereviewandaccreditationpolicies.TheCouncil’srolevis-à-visteachereducationinIrelandisprovidedforinSection38oftheTeachingCouncilAct,2001whichgivesstatutorypowerstotheCounciltoreviewandaccreditprogrammesofteachereducationinIreland.Insettingoutitsgeneralandprogrammerequirements,theCounciliscognisantofanumberofissuesandfactorsthatareparticulartothefurthereducationsector.Theseinclude:

— Theroleoftherelevantauthorities,particularlytheVocationalEducationCommittees(VECs)infacilitatingteachingpracticeplacementsandencouragingnewandexistingteachingstafftocompletesuchaqualificationisconsideredcrucialbytheCouncil.ThisaccordswiththeTeachingCouncil’sobjectiveofenhancingthestandardsofteachinginIreland.

— ItisclearthatthesuccessfulimplementationoffurthereducationteachereducationprogrammesishighlyreliantonthewillingnessofHEIs,particularlythosewithexistingteachereducationprogrammesforothersectors,toembracetheprovisionofsuitableprogrammes.Itisalsoclearthatthemeansofdeliveringprogrammeswillbeanessentialelementinthesuccessofsuchprogrammes.TheCouncilwishestoencourageHEIstolookatalternativeandmoreflexibleoptionssuchasformingdeliveryallianceswithotherHEIsandeducationalinstitutionssuchasfurthereducationcollegesandtoconsiderblendedsolutionsutilisingbothon-lineandthemoretraditionalmeansofprogrammedelivery.


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— TheCouncilisawarethatHEIsmaywishtomaketheirprogrammesavailabletoawideaudience,manyofwhomwillnotbeinterestedoreligibletosubsequentlyregisterwiththeCouncil.Whiletraditionallyteachereducationprogrammesatprimaryandpost-primarylevelareinlargepartgearedtowardssupplyingthedemandforteachersinschools,theCouncilrecognisesthattheviabilityoffurthereducationteachereducationprogrammesmaybedependentontakingabroaderapproachastowhomayentersuchprogrammes.However,therequirementtosatisfytheCouncil’sregistrationrequirementsstillstandsforthosewishingtoregisterasteachersinthefurthereducationsector.

— TheCouncilsupportstheconceptofintroductoryorincrementalteachereducationprogrammesatNationalFrameworkofQualificationslevels6and/or7.TheseprogrammeswouldbeaccreditedbyabodysuchasFETACrecognisingsuchqualificationsforthepurposesofentrytolevel8programmesaccreditedinaccordancewiththegeneralandprogrammerequirements.Thiswouldsuggestthatadegreeofconsultationbetweenlevel6/7programmeprovidersandaccreditedHEIlevel8providerswouldbeofvalue.

— TheCouncilisawareofthedevelopmentsinthefieldoffurthereducationinNorthernIrelandandabroad.TheneedtoimproveandenhancethequalityofteachereducationinthefurthereducationsectorinIrelandisbroadlyrecognisedanditistheCouncil’saspirationthatitwillplayitspartinthisregard.

TheTeachingCouncil’s(Registration)Regulations,2009arebasedonthepremisethatanapplicanthassatisfactorilycompletedhis/hereducationalqualificationspriortoseekingregistrationwiththeTeachingCouncil.ThecasehasbeenarguedtotheCouncilthattoapplysuchanapproachtothefurthereducationsector(witheffectfrom01April2013)couldinsomeinstanceshaveasubstantialandnegativeimpactontheemployers’abilitytorecruitteachingstaffforspecificprogrammeswheresuitableindustrialorprofessionalexpertiseisrequired.TheCouncilhascommittedtodiscussthismatterfurtherwithemployersandtheDepartmentofEducationandSkillswithaviewtoconsideringhowtheseissuesmaybeovercomewhileensuringtheteachingcompetenceofnewentrantstothefurthereducationsector.


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1 General Requirements 1.1 ApplicationThegeneralandprogrammerequirementssetoutinthisdocumentwillbeusedbytheTeachingCouncilwhenreviewing,forprofessionalaccreditationpurposes,teachereducationprogrammesdesignedforteachersinthefurthereducationsector.Therequirementsarealsoaimedatprovidingguidancetoprogrammeprovidersproposingtoseekaccreditationforanewfurthereducationteachereducationprogramme.

1.2 Section 38 of the Teaching Council Act, 2001TheprofessionalaccreditationofteachereducationandtrainingprogrammesinaccordancewiththegeneralandprogrammerequirementsisdonesounderthetermsofSection38oftheTeachingCouncilAct,2001.

1.3 Purpose of the QualificationThepurposeoftheteachereducationqualificationistoprovideteacherswiththenecessaryknowledge,skillsandcompetencestobeabletocarryouttheirteachingroleandresponsibilities.Aprimaryoutcomeofprogrammespresentedforaccreditationmustbetheawardofateachereducationqualificationdesignedforteachinginthefurthereducationsector.

1.4 AccreditationAprogrammepresentedtotheTeachingCouncilforprofessionalaccreditationmustalsoreceive(orbeintheprocessofreceiving)academicaccreditationfromarecognisedinstitutionofhighereducationandtrainingintheStateundertheQualifications(EducationandTraining)Act,1999.

ProgrammespresentedforprofessionalaccreditationwillbesubjecttotheCouncil’sstandardaccreditationproceduresandprocessesaspublishedfromtimetotimebytheCouncilandusingthegeneralandprogrammerequirementsoutlinedinthisdocument.


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1.5 Qualification Level on the National Framework of QualificationsInorderforafurthereducationteachereducationprogrammetoachieveaccreditationfromtheTeachingCouncil,theprogrammeawardlevelshouldbeconsistentwithteachereducationqualificationsatpost-primarylevelandinanyeventnotlessthanlevel8ontheNationalFrameworkofQualifications.

1.6 European Credit Transfer and Accumulation System (ECTS) CreditsToachieveaccreditation,theprogrammeinitsentiretymustcarryaminimumof60ECTScredits.

1.7 Programme Timeframe and DeliveryItisamatterforeachHEItodeterminethetimeframeandmethodofdeliveryofitsprogramme.ItisimportantthattheCouncilisprovidedwithdetailsastotheproposedarrangementstogetherwithevidencethatthetimeframeanddeliveryoftheprogrammewillprovideacohesiveandintegratedqualification.Teachereducationprogrammesforfurthereducationmaybedeliveredasastandalonequalificationoraspartofaconcurrentdegreeprogramme.

Note:RegulationFiveoftheTeachingCouncil(Registration)Regulations,2009doesnotincludeprovisionforthedeliveryofaconcurrentdegreeofacademicstudyandfurthereducationteachereducation.However,forthepurposeofaccreditationoffurthereducationteachereducationqualifications,theCouncilwillconsiderconcurrentdegreeprogrammeswhichincludefurthereducationteachereducation.Thedegreemustbeobtainedfollowingacourseofstudycarryingatleast240ECTScredits.Theteachereducationprogrammemustformanintegratedpartofthedegree.

1.8 Entry RequirementsHEIsmaydeterminetheentryrequirementsforentrytotheirprogramme.However,itisimportantthatapplicantsforprogrammesaremadefullyawarebytheHEIthatiftheywishtogainentrytotheRegisterofTeacherstheymustcomplywithRegulationFiveoftheTeachingCouncil’s(Registration)Regulations,2009.


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1.9 Qualification Requirements for RegistrationThefollowingqualificationrequirementswillapplytoapplicantswishingtoregisterunderRegulationFiveasateacherinfurthereducationsectorafter1April2013:

1.9.1 Theapplicantmustholdaprimarydegreeorequivalent(notlessthanlevel8ontheNationalFrameworkofQualifications(NFQ)carryingatleast180ECTScredits,

AND

ateachereducationqualificationapprovedbytheCouncilforpost-primaryteaching(FirstYeartoSixthYear)oranaccreditedfurthereducationteachereducationqualification,

OR

1.9.2 Anordinarydegreeorequivalent(notlessthanlevel7ontheNFQ)carryingatleast180ECTScredits,

PLUS

i) anappropriateadditionalqualification,or

ii) certifiedaccreditationofpriorlearningbasedonaminimumofthreeyears’experienceinaworkplaceorinstructionalsettingwhichisrelevanttothecandidate’squalificationssuchasmayberecognisedbyTheTeachingCouncilassuitableforthepurposeofregistrationasateacherunderthisregulationwhichmeetssuchrequirementsastheTeachingCouncilmaypublishfromtimetotime,

AND

iii) ateachereducationqualificationapprovedbytheCouncilforpost-primaryteaching(FirstYeartoSixthYear)oranaccreditedfurthereducationteachereducationqualification.

2 Programme Requirements


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TheCouncil’sexpectationswithregardtothecontentsofafurthereducationteachereducationprogrammearesetoutinsections2.2to2.8belowandtheexpectedoutcomesofapprovedprogrammesaresetoutinSection3.ItisalsounderstoodthatstudentsonafurthereducationteachereducationprogrammemusthavethesubjectknowledgeintheareathattheyteachwithintherequirementsofRegulationFiveoftheTeachingCouncil(Registration)Regulations,2009.

2.1 Submission of ProgrammesHEIswishingtosubmitprogrammesleadingtoateachereducationqualificationforprofessionalaccreditationshoulddosoasfollows:

— completetheCouncil’sFurtherEducationProFormaforaccreditation

— supplyrequestedsupportingdocumentation(inhardcopyandelectronicformat)asexplainedintheintroductiontotheProForma.

AccreditationwillbeawardedforadefinedperiodonthebasisofthedocumentationprovidedbeingassessedasmeetingtheCouncil’sgeneralandprogrammerequirements.TheprogrammewillsubsequentlybeincludedintheCouncil’songoingreviewandaccreditationprocessforprogrammesofteachereducation.

2.2 Core ValuesThecorevalueswhichunderpintheworkoftheteachingprofessioninIrelandhavebeenmadeexplicitintheTeachingCouncil’sCodes of Professional Conduct for Teachers (2007)1.Theyrelatetotheeducationalexperience,educationaloutcomesandrelationshipsinteaching.Thecorevaluesare:

— commitment— qualityofeducation— student-centredlearning— respondingtochange— professionaldevelopment— holisticdevelopment— culturalvalues

1 TheCodesofProfessionalConductforTeachers(2007)arecurrentlyunderreview.


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— socialjustice,equalityandinclusion— collegiality— collaboration— respect— care— co-operation.

Giventheinterconnectednessofteacherlearningacrossallphasesoftheteachingcontinuum,theteachereducationprogramme,initsdesignanddelivery,shouldprovidevariedopportunitiesforstudentteacherstodeveloptheircommitmenttosuchvalues.Thiswillenablestudentteacherstodevelopareflectivestanceintheirownteachingandintheexerciseoftheirprofessionaljudgement.Thesevaluesarealsoimplicitinthecommitmenttoself-directedlearning,independentlyoraspartofateacher’sinvolvementinacommunityofpractice.

ItisexpectedthattheprovidersofteachereducationprogrammesdeclarethattheprogrammeisunderpinnedbythevaluesexplicitintheCodes of Professional Conduct for Teachers (2007).

2.3 Principles and AimsTeachereducationprogrammesforfurthereducationshouldrecognisethedistinctivecharacteristicsofthatsector,withparticularreferencetotheprofileoflearnersandtothecontextwithinwhichfurthereducationinitiativesarelocated.Thefurthereducationsectorisusually(thoughbynomeansalways)concernedwitheducationalprogrammesoutsidethestatutoryagerangeofschoolattendance.

Teachinginfurthereducationischaracterisedbylearner-teacherrelationshipsbasedonmutualrespectandequality.Thereisrecognitionoftheprofessionalroleoftheteacherinrespondingdirectlytotheindividualandcollectiveneedsofthelearners.Certificationofprogrammesoffurthereducationstudyisbasedontheachievementofstatedlearningoutcomesratherthanoncoverageofcentrallydefinedsyllabi.Acrucialrequirementofthefurthereducationteacherthereforeisthecapacitytoanalyselearners’needs,todevelopaprogrammeofstudyinresponsetothoseneedsandtoassesslearnerprogress.


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Teachereducationprogrammesinfurthereducationshouldthereforeaimto:

i) preparestudentteacherstodeveloptheirknowledge,skills,competencesandunderstandinginordertoteachinfurthereducation

ii) provideafoundationinthetheoriesandpracticesoflifelonglearning,includingpedagogicalandandragogicalapproachestoteachingandlearning

iii) developteachingstylesandmethodologiesappropriatetoawiderangeoflearnersandcontexts

iv) developthetheoreticalunderstandingandpracticalskillstodeviseandimplementprogramme-appropriateassessmentfornationalcertification

v) providesupervisedandsupportivepracticalteachingexperienceinauthenticfurthereducationsettings.

2.4 Structure and ContentTeachereducationprogrammesshouldbedesignedinanintegratedway,withclearlinkagesbetweenthevariouscomponentsoftheprogramme–thatis,thefoundationstudies,theprofessionalstudiesandthepracticalteachingexperience.

2.5 Foundation StudiesActivelearningmethodologieswhichpromoteenquiryandreflectionamongstudentsshouldbeusedtointegratetheoryandpracticeinthestudyofthefollowingelements:

i) educationalpsychology,withparticularreferencetothepsychologyofadolescentandadultlearning

ii) philosophyofadulteducation,includingandragogy,work-basedlearningandcriticaltheory

iii) sociologyofeducation,includingadulteducationandissuesofsocialchangeandinclusion,equalityanddiversity,interculturalism,communitynormsandstructures

iv) curriculum,designanddevelopment,assessmentandevaluationstudies,includingthedevelopmentoftheteacherasareflectivepractitioner,andtheevolutionofcurriculumpracticeinthefurthereducationsector


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v) educationpolicystudies,includinghistoryofadult,communityandnon-compulsoryeducation,contemporarypolicyissuesinfurthereducation(includingEuropeaninitiatives),educationpoliciesatprimaryandpost-primarylevelandcurrentlegislativerequirements

vi) theoriesandconceptswhichunderpinassessmentpractice.

2.6 Professional StudiesTheprogrammeshoulddevelopthestudentteacher’scompetence,i.e.knowledge,skills,attitudesandunderstandinginusingarangeofapproachesandmethodologiesfortheeffectiveteachingof,andlearningby,studentsinfurthereducation.

Onsuccessfulcompletionofaprogrammeofteachereducationforfurthereducation,graduatesshouldbeableto:

i) criticallyengagewith,reflectandapplyarangeofapproachesfortheteachingandlearningofthesubjectmatterincludingassessment,asappropriatetodifferentlearnergroups

ii) designaprogramme,courseormoduleappropriateforthelearners,includingteachingtechniques,assessmentandevaluationmodes,inaccordancewiththerequirementsoftherelevantawardingbody

iii) demonstratesuccessfulimplementationofteachinginanauthenticsetting.

2.7 Practical Teaching Programme Theprogrammeshoulddevelopthestudentteacher’sskillsandcompetenceinpracticalteachinginanincrementalmannerusingarangeofteachingandlearningmethodsincludingobservation,peerteaching,co-teaching,mentoring,andotherformsofstructuredsupport.Itshouldallowthestudentteachertoplan,deliverandreceivefeedbackonlessons.

Thequalityoftheteachingpracticeplacementandthequalityoftheworkplacelearningenvironmentisfundamentaltothedevelopmentofacompetent,safeandeffectivepractitioner.Theeffectivegovernanceoftheprogrammerequiresastrongpartnershipbetweentheacademicandworkplacepersonnel.


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Aminimumof30hoursshouldbeassignedtoteachingpracticeobservationandotherlearningmethodspriortoteachingpracticeplacements.HEIsmaychoosetoconsidertakingaccountofrecognitionofpriorlearning(RPL)forthispurpose.

Practiceplacementsshouldconsistofatleast100hoursteachingrecognisedcoursesonFETAC(orequivalent)furthereducationaccreditedprogrammeswhichwould,wherepossible,encompassatleasttwosettings.TheHEImayconsiderusingblendedlearningtechniquestopartfulfilmeetingthisrequirementprovidedthattheteachingpracticecomponentsoutlinedinthenextparagrapharemet.

Placementofstudent-teachersinauthenticfurthereducationsettingsisacentralelementofthisareaofstudy.Thispracticalteachingcomponentshouldbeaugmentedwherepossiblebyfocusedcurriculumstudiesinthespecificdisciplinarydomainswithinwhichthestudent-teacherwillbeteaching.

2.8 Outcomes Onsuccessfulcompletionofaprogrammeofteachereducationinfurthereducation,graduatesshouldbeableto:

i) understandtheeducationalandsocialcontextwithinwhichfurthereducationtakesplace

ii) describeandcriticallyreflectontheparticularfeaturesofteachingandlearninginthefurthereducationsector

iii) criticallyapplyappropriatepedagogicaland/orandragogicalapproachestoteaching,learningandassessment

iv) understandthesimilaritiesanddifferencesbetweenthefurthereducationsectorandtheothersectorsofeducationinIreland

v) reflectcriticallyontheirownteachingskills.

AmoredetailedlistofprogrammeoutcomesissetoutinSection3.


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3 Learning OutcomesThelearningoutcomesforfurthereducationteacherprogrammesshouldbeevidentandassessablethrough:

— formalstructureswhichaccommodatedialoguebetweenthestudentteacherandHEIpersonnel

— thesupervisor’s/tutor’sobservationandevaluationofthestudentteacherduringteachingpracticeplacements

— thedemonstrationofthepracticalknowledgeofteaching,learningandassessmentinarangeofformalandinformaleducationsettings

— thestudentteacher’spresentationofprojectsandportfolios— theongoingassessmentof,andfor,learning.

Bythesemeans,evidenceofthefollowingshouldbedemonstrated.

3.1 ValuesThegraduateteacherknowsandsubscribestothecorevaluesassetoutintheTeachingCouncil’sCodes of Professional Conduct for Teachers (2007).

3.2 Professional Conduct Thegraduateteacheriscommittedtothestandardsofprofessionalconductwhichareexpectedoftheteachingprofession,assetoutintheTeachingCouncil’s Codes of Professional Conduct for Teachers (2007).He/shewillhavehadopportunitiestodiscussandreflectonthesestandardsandtheimplicationsforhis/herpractice.

3.3 Communication and Relationships Thegraduateteachershouldhavedevelopedaknowledgeandunderstandingofstrategiesforcommunicatingeffectivelyanddevelopingpositiverelationshipswithlearners,parents(whereappropriate),school/centre/programmemanagement,colleaguesandthewidercommunity.

i) Learners:Thegraduateteacherunderstandsthatgoodteacher-learnerrelationshipsarefundamentaltoengagementintheteaching/learningprocessandhe/shedevelopsthisthroughcommunicationwhichisbuiltonmutualrespectandtrust.He/sheunderstandsdifferencesinlearners’backgroundsandidentitiesandthewayinwhichthesedifferencescanshapeexperienceandimpactonlearning.He/sheunderstands


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theconceptsofequalityanddiversity,respectsvaluesandaccommodatesdiversitywhenencountered.

ii) School/centre/programmemanagement,parentsandthecommunity:Thegraduateteacherwillhavehadopportunitiestoconsidertheroleofteachersasactivepartnerswithschool/centre/programmemanagement(andparents/guardians/carerswhereappropriate)inthedevelopmentofaschool/centreethosandculturewhichisconducivetoapositiveenvironmentforteachingandlearning.He/sheunderstandsthateffectiveteachingrequiresthesupportandpositivecollaborationofthewidercommunity.

iii) Colleagues:Thegraduateteacherhasanunderstandingoftherolesofallstaffwithintheschool/centre/programme.He/sheunderstandstheimportanceofco-operationandcollaborationandactsinaspiritofcollegialitywithcolleagues.

3.4 Teaching, Learning and Assessment

Thegraduateteachershould:

i) haveanunderstandingoftheroleofteachersaseducationalleaderswhocontributetocreatingandsustaininglearningcommunitiesintheirclasses,intheirschools/centresandthroughtheirprofessionalnetworks

ii) haveanunderstandingofthewayinwhichteachingisshapedbyknowledgeofhumandevelopmentandlearning

iii) haveanintegratedapproachtoplanningwhichincludesteachingstrategies,learningactivities,assessmentmodesandresources

iv) recognisetheindividualpotentialoflearners,havethecapacitytoundertakestudentneedsandskillsanalysis,includingtherecognitionofpriorlearning,andmakepreparationforthosewithspecial/exceptionalneedsandpotentialasguidedbythegroupteacher

v) haveknowledgeandunderstandingofthefactorsthatpromoteandhindereffectivelearning,andhasthecapacitytoutiliseflexibleandadaptableapproachestolearning

vi) applyhisorherknowledgeoflearners’holisticdevelopmenttohis/herteachingandtothepromotionofsocialresponsibilities,asfarasispracticable

vii) applyhisorherknowledgeoflearners’backgrounds,identities,experiencesandlearningmodestohis/herteaching,insofarashe/sheisawareofthese

viii) setclear,challengingandachievableexpectationsforlearners,beabletoplanandcommunicateaccordinglyandmotivateandassistlearnerstobecomeagentsintheirlearning


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ix) knowhowtomotivateandinspirebysharinghis/hervision,expertiseandreflections,andacknowledgeandcelebrateeffortandsuccess

x) knowhowtoengagewithlearnersinordertodevelopeffective,creativeandimaginativeteachingstrategiesthatareappropriatetothelearnersandpromotelearning,e.g.,facilitatinginteractionamonglearnerstoenablesharedlearningaswellasindividuallearningoutcomes

xi) usearangeofstrategiestosupport,monitorandassesslearning,students’approachtolearning,progressachieved,andgivefeedback

xii) assesstheachievementofcurriculum/moduleobjectivesandadapthis/herteachingaccordingly

xiii) access,developanduseavarietyofavailablecurriculumresourcestoenhanceandenrichthelearningenvironment

xiv) utilisetechnology,includingmultimediaresources,effectivelyandappropriatelytoaidlearning

xv) understandhowteachersmayutilisethecommunityasalearningresourceandappreciatethatthecommunity,inturn,isenrichedbyitsinteractionwithschools/centres/programmes,learnersandteacherswhohaveatraditionofcontributingtoarangeofcommunityactivities.

3.5 Subject Knowledge, Curriculum Process and Content

Thegraduateteachershouldhave:

i) theknowledgeandunderstandingtoanalysethesubjectmatterandrelatedmethodologyoftherelevantsyllabi,andidentifyhowitislinkedtoothersubjectsandrelatedtolifeexperiences

ii) anunderstandingofcurriculumconceptsiii) developedaknowledgeandunderstandingoftheprocessof

developinganddesigningacourse,programmeormodule,includingplanning,implementation,evaluationandqualitybasedassurancemodels

iv) developedtheknowledgetoplancoherentandprogressiveteachingprogrammeswhichmatchlearners’needsandabilities

v) anawarenessofcurriculum/modulerequirementsinprecedingandsubsequentstagesoflearningincludingFETAC(orequivalent)levelsandfurthereducationtohighereducationtransition

vi) developedthelinguistic,pedagogicalandandragogicalknowledgeandskillstoteachthecurriculum/module

vii) theknowledgeandunderstandingtofulfilhis/herresponsibilitiesinrespectofcross-curricularthemessuchascitizenship,creativity,inclusionanddiversity,initiative,literacyandnumeracy,personal,socialandhealtheducationandICT,asappropriatetothesectorandstageofeducation.


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3.6 Group Management and Organisation

Thegraduateteachershouldhavetheknowledgeandcapacityto:

i) assessandmakebestuseoftheenvironmentandsettinginwhichacourse,programmeormoduleisbeingundertaken

ii) establishgroupmanagementstrategiesthatsupportdifferentiatedlearninginawaythatrespectsthedignityofalllearners

iii) acquirethenecessarygroupmanagementandorganisationskillstocaterforarangeofsituations

iv) createandmaintainasafe,interactiveandchallengingenvironment

v) implementrelevanthealthandsafetypoliciesandpracticesinthecourseofhis/herteaching

vi) understandarangeofstrategiestopromoteandmaintainpositivebehaviour,inaccordancewithschool/centre/programmepolicy,therebyestablishinganenvironmentconducivetolearning

vii) demonstrateaprofessionalcommitmenttomeetingdeadlinesandtheskillsnecessarytomanagehis/hertimeandworkloadeffectivelyandefficientlyandmaintainahealthywork/lifebalance.

3.7 The Teacher as Lifelong Learner

Thegraduateteachershould:

i) valuehim/herselfasadevelopingprofessionalandbeawarethatprofessionaldevelopmentisalifelongprocessuponwhichhe/shehasembarked

ii) beabletoplanforteachingandlearningandimprovetheeffectivenessofhis/herownpracticethroughcontinuousreflectiononthatpractice.Byreflectingonhis/herpractice,he/sheshouldbeabletocontributetotheprocessesofcurriculumdevelopmentandschool/centreplanning

iii) demonstrateaprofessionalcommitmenttoseeking,acceptingandactinguponconstructiveadviceonprogressandawillingnesstocontributeandrespondtochangesineducationpoliciesandpractices

iv) appreciatetheinterdependenceofhis/herownlearningandthatofthestudentshe/sheteaches.


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3.8 Knowledge and Understanding of Education and the Education System

Thegraduateteachershouldhave:

i) developedaknowledgeandunderstandingofcontemporarydebatesaboutthenatureandpurposesofeducationandthesocialandpolicycontextsinwhichtheaimsofeducationaredefinedandimplemented,andbeabletoknowhowtoconstructandsustainreasonedandcoherentargumentsabouteducationalmattersandprofessionalpractices

ii) anunderstandingofresearchanditscontributiontoeducationandbeabletodrawonrelevantprinciplesandtheoriesofeducation,usingwell-developedskillsofinquiry,toinformhis/herprofessionalpracticeandvalues

iii) agoodworkingknowledgeofthesectorinwhichhe/shewillbeteachingandhis/herprofessionalresponsibilitieswithinit

iv) areasonableunderstandingofothereducationsectorsandoffactorswhichmayimpactonlearners’transitionfromonesectortoanother

v) aknowledgeandunderstandingofthestatutoryframeworkpertainingtoeducation,includingrelevantEuropeandevelopmentsandofhis/herspecificresponsibilitiesemanatingfromthatandbecommittedtoworkingwithinthatstatutoryframework.


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An Chomhairle Mhúinteoireachta The Teaching Council

Block A, Maynooth, Co. Kildare, Ireland

Lo-Call 1890 224 224 Telephone +353 1 651 7900 Facsimile +353 1 651 7901 Email [email protected]

www.teachingcouncil.ie

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