This module will provide a comprehensive overview of behaviour and its implications for schools and learning. The programme will outline the theoretical underpinnings of behaviour so as to increase participants understanding of the dynamic relationships that result in both positive and negative behaviours in school. This knowledge will facilitate students in making a critical assessment of educational policy and practice schools' responses to behaviour. Students will be guided in developing school-wide and individual plans to promote and encourage positive learning behaviour.

1. Understand and evaluate a range of key perspectives on behaviour and its presentation in schools

2. Critically analyse the psychological and social drivers of behaviour in school

3. Examine and appraise historical policy and practice and current approaches and responses to learning, engagement and behaviour in schools.

4. Critically analyse the dynamic relationships that pertain in schools classrooms; student-teacher-curriculum

5. Examine and evaluate approaches and strategies to promote positive behaviour in schools and individuals

6. Apply the programme material to their own professional context in developing school-wide and individual plans to promote positive behaviour

This module introduces students to inclusive strategies, which can be used to design inclusive learning environments. Students will have the opportunity to explore theoretical foundations of inclusive design approaches, which emphasise the importance of environmental and universal approaches to support inclusion. Theoretical foundations such as critical pedagogy and the social model of disability will provide a lens through which to view an inclusive design approach. Learner variability will be explored and embraced through an exploration of literature and content which supports a movement towards education for social justice. Students will have the opportunity to apply inclusive design principals to their own context to support planning, assessment and delivery. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Recognise the importance of learner variability and diversity (disability, ethnicity, socio-economic backgrounds etc.)
2. Interrogate their own beliefs and values relating to inclusion and where barriers may exist
3. Critically evaluate theoretical foundations of a universal design approach e.g. critical pedagogy
4. Articulate an understanding of the social model of disability and its role in recognising barriers in environmental design
5. Understand the importance of recognising and removing barriers to inclusion
6. Analyse the three principles of Universal Design for Learning and their potential to support a more inclusive learning environment
7. Demonstrate application of inclusive strategies to their own contexts

This module focuses on developing an understanding of Deafness and Hard of Hearing (D/HH). Students will be introduced to the history of Deaf, Deaf culture and Deaf identity. It will provide information on different communication approaches. The module will develop an understanding of the legislative framework of service delivery to deaf children, the range of provision and communication options available, service delivery to deaf children and importance of inter-agency working. The nature of deafness and types of amplification will be explained. Students will develop a theoretical understanding of language acquisition in D/HH children. They will analyse the potential effects of deafness on the language learning process, and the central position of those around the child in supporting communication. This will provide a foundation for knowledge around how to support the D/HH child in a school setting in such a way as to encourage autonomy and self-management. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Critically evaluate Deaf history, culture, and Deaf identity
2. Critically evaluate the nature of Deafness and Hearing Loss
3. Critically examine the range of audiological assessments
4. Critically examine the acquisition and development of language in D/HH children
5. Critique a range of evidence-based interventions and inclusive UDL approaches suitable for students who are D/HH
6. Critically examine types of amplification and assistive technology
7. Investigate the social and emotional aspects of differences associated with D/HH
8. Appraise the role of parental support, self-advocacy and empowerment approaches, and positive attributes of D/HH, Deaf culture and Deaf identity

This module focuses on developing awareness, knowledge and skills required for supporting students with literacy differences and dyslexia. It examines the issues, debates, and most recent research regarding the development of literacy, and the nature of and current conceptualisation of dyslexia and how the two are related. Utilising a neurodiversity lens and underpinned by UDL approaches, the module addresses how to identify and support students arising from these differences through evidence informed approaches. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice.

1. Critically evaluate the concepts of literacy and dyslexia including theoretical nature of differences arising from literacy and dyslexia
2. Critically examine the acquisition and development of literacy
3. Critique assessment and identification methods in relation to literacy and dyslexia
4. Critique a range of evidence-based interventions suitable for students with learning differences in regard to literacy and dyslexia
5. Evaluate suitable assistive technology approaches for literacy and dyslexia
6. Critically reflect on factors which influence productive dispositions with regard to literacy: s ocial and emotional aspects of differences associated with literacy and dyslexia including self-advocacy and empowerment approaches

This module focuses on developing a thorough understanding of the concept of numeracy and its underpinning principles. Acquiring the knowledge and skills necessary to identify students with learning differences in numerac y, in particular, dyscalculia is a core tenet of the module . Theorists and t heories underpinning numeracy development and dyscalculia are studied. T he module addresses how to support students arising from these differences through evidence informed approaches. In addition, it will enable the participant to critically appraise the implications of numeracy in the development of a board and balanced curriculum, to demonstrate a knowledge and understanding of adaptive reasoning and to critically reflect on factors which influence productive disposition with regard to numeracy. Over the course of the module, learners will develop skills of self-reflection and reflexion in applying new understanding, knowledge, and skills to practice.

1. Critically evaluate the theoretical nature of numeracy and dyscalculia
2. Critically appraise the identification and assessment methods in relation to numeracy and dyscalculia
3. Critically appraise the implications of numeracy including concepts of early numeracy and number sense, the concept of numeracy and its guiding principles, and the factors which influence the acquisition of numeracy skills
4. Examine key number facts and operations, as well as functional number skills
5. Critically examine a range of inclusive, evidence-based UDL approaches, methodologies and interventions suitable for students with learning differences in numeracy and dyscalculia
6. Critically appraise the importance of productive disposition in relation to numeracy, as well as the social and emotional aspects of differences associated with numeracy difficulties and dyscalculia

This module will provide a comprehensive overview of general learning disabilities and its implications for schools, teachers, students and learning. The module will focus on understandings of general learning disabilities: developmental pathways, characteristics, current supports and approaches in the context of current education policy and legislation . This knowledge will facilitate students in making a critical assessment of educational policy and practice regarding inclusive provision for these students in education. Students will be guided in developing school-wide and individual plans to support students with general learning disabilities in special and inclu sive contexts . Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice.

1. Critically evaluate theor e tical understandings of general learning disabilities (GLD) including presentation and characteristics of GLD
2. Examine the historical and current approaches to supporting students with GLD
3. Determine the diversity across the continuum of GLDs and the implications for practice, c ritiquing a range of evidence-based interventions
4. Appraise GLD causes and factors contributing to additional learning needs arising from individual differences, social and school environments
5. Appraise the identification and assessment procedures in relation to GLDs
6. Develop school-wide and classroom plans that provide an inclusive environment for students with GLD

This module will focus on developing initial research knowledge and skills. The module will provide the participant with an overview of research, knowledge of data collection methods as well as an understanding of approaches of data analysis. The concept of research is explored, and consideration will be given to quantitative, qualitative and mixed methods of research.

1. Critically discuss the concept of research.

2. Critically appraise research concepts such as Quantitative, Qualitative, Mixed Methods, Validity, Reliability, primary sources, Variable, Experimental Hypothesis and Controls

3. Critically evaluate ethical considerations when conducting educational research

4. Critically explore questionnaires, interviews and observations as instruments in primary data collection

5. Critically explore experiments, tests, and scales as approaches in primary data collection

6. Critically evaluate approaches to data analyses

Changes to education policy in Ireland have resulted in wellbeing gaining an integral position in schools. All teachers are now charged with the promotion of wellbeing within school curricula and communities. This module addresses the origins, evolution, and critical perspectives on wellbeing from both philosophical and psychological lenses. Key elements of the module inlcude: wellbeing, eudaimonia, happiness, and emotional intelligence, offering a wider vision of education.

1. Explore the philosophical origins and evolution of wellbeing;

2. Outline the emergence of positive psychology and its impact on defining wellbeing;

3. Critically discuss a range of philosophical and psychological perspectives of wellbeing;

4. Compare and contrast a range of wellbeing perspectives;

5. Critically evaluate a range of concepts, as a way of conceptualising happiness.

Learners will consider the complex relationship which exists between education, religion, and society in Ireland. Learners will engage with a wide variety of theories, thinkers, and approaches in order to develop their ability to respond critically to this relationship.

1. Explore the challenging relationship that exists between religion, education, and society in Ireland.

2. Examine the history of the Church-State relationship in Ireland.

3. Consider the implications of this relationship for education.

4. Analyse the complexities associated with the presence of religious education in Irish schools.

5. Critique published articles on the theme religion, education and society.

6. Explore a key theme from the module in detail.

This module explores recent advances in psychology, neuroscience, and cognitive science to deepen understanding on how the brain acquires and stores information and skills. Underpinned by these ever-emerging scientific findings, the module examines psychological concepts, theories, and principles related to learning and memory in educational settings. Consequently, teacher participants are provided with a contemporary framework to enhance and develop their professional practices.

1. Explore the role of psychology in education;

2. Critique various contemporary psychological theories, concepts and principles which underpin learning and memory;

3. Critically assess contemporary psychological theories, concepts and principles in their educational context;

4. Reflect on how psychological theories and evidence can be effectively harnessed to further develop learning and/or memory in the classroom;

5. Identify a range of learning and/or memory strategies, based on contemporary psychological evidence, for use in their own educational context;

The programme introduces participants to the philosophy, structure and methodology of formative assessment and a range of contemporary trends in learning. It allows participants to broaden their repertoire of pedagogy and assessment skills and experience the implementation of methodologies in a specific area.

1. Demonstrate an understanding of a range of contemporary learning and assessment approaches and theory;

2. Investigate a range of high quality, flexible, contemporary trends in learning;

3. Explore a range of formative assessment strategies and approaches;

4. Explore Lesson Study as a model of collaborative professional development and learning;

5. Critique the practice of educators and researchers to further develop their own thinking and to support optimum teaching and learning in the classroom.

This module supports students in selecting and critiquing technologies, in order to maximise the potential for both inclusion and empowerment of the learner. Under the wider context of Social Justice, students engage with the concepts of empowerment and inclusion, critique the development of technologies and the impact of the prevalence and capabilities of technologies on education and wider society. Students are supported to reflect on and incorporate technologies in their pedagogical and professional practices to ensure all learners, in particular those with individual and/or specific learning, emotional, physical and/or social needs are included and empowered to engage, direct and manage their own learning experience.

1. Critique various theoretical and philosophical concepts which foreground the rights of the learner;

2. Critique and justify the suitability of a selection of available technologies which are designed for use in educational contexts, for use in their own educational context;

3. Create, design and evaluate new pedagogical practices which utilise technology and incorporates their chosen conceptual framework;

4. Design, use and evaluate a tool for gathering data on the impact of their modified pedagogical practices for the enhanced inclusion and empowerment of the learner.

Over the course of this module, learners will explore the moral and political implications of the role of the religious education teacher. Learners will also consider the religious education classroom as a 'site' of justice, and the ways in which the teacher can facilitate the creation of such a space.

1. Critique a range of theories and philosophies of religious education.

2. Compare non-denominational, denominational, and multi-denominational models of religious education from a range of national and international contexts.

3. Assess the nature of the relationship between justice, the religious education classroom, and the religious educator.

4. Consider the role religious education plays in the development of learners as responsible global citizens.

5. Analyse the importance of the religious educator’s approach to religious education.

6. Conduct research which explores the idea of the religious education classroom as a ‘site’ of justice.

This module is designed to enable teachers and teacher educators, whether school based, HEI-based or community based, to progress their pedagogical knowledge, thinking and skills. The module will engage participant students in current pedagogical theory with a focus on the promotion of active and participative learning, higher order thinking skills and deep learning. Participants will be afforded opportunities to engage with pedagogical strategies and approaches through peer teaching and classroom observation.

1. Analyse key underpinning pedagogical theoretical concepts and perspectives;

2. Analyse current pedagogical thinking and trends in the context of pedagogical theory and research;

3. Demonstrate competency in using a range of pedagogical strategies aligned to active and participative learning, higher order thinking skills and deep learning;

4. Critically assess the research, trends and pedagogical strategies in their own educational context;

5. Create and justify a suite of pedagogical practices for use in their own educational context.

This module looks at the current research trends in science education with a view to understanding how this research impacts classroom practice. It will be a practice-oriented module for science teachers focused on pedagogical applications and looks at real life experiences of teachers as they become active reflective practitioners in the classroom. There will be a large focus on teacher collaborations and working within professional learning communities in the form of discussion-based workshops as part of the module.

1. Summarise the most current research in science education pedagogy;

2. Describe how the current knowledge influences their own practice in the classroom;

3. Examine how the research reflects the curriculum in Ireland;

4. Compare science education in the Irish classroom with international practice;

5. Explore their own pedagogical content knowledge and how this has advanced over the module;

6. Evaluate the STEAM agenda and how this advances their practice of science in the classroom.

This module introduces students to the known facts, theoretical perspectives and current areas of debate relevant to bilingualism, second language acquisition and models of bilingual education. The concept of bilingualism will be thoroughly explored as will the acquisition of one or more languages in childhood as well as in adulthood. In addition to the exploration of the phenomenon of acquisition as outlined above, the module will offer students an insight into the research methodologies employed in their investigation. Students will be introduced to the fundamental principles of bilingual education and models of bilingual education will be examined in some detail.

1. Analyse general issues, concepts and debates relating to individual and societal bilingualism;

2. Assess research on bilingual acquisition of language and on bilingualism within the education system;

3. Discuss language acquisition within specific contexts (e.g. monolingual, bilingual and multilingual environments as well as second language learning within educational contexts);

4. Provide evidence of a critical awareness of the range of research methodologies used by language acquisition researchers;

5. Examine the history, development and effectiveness of various models of bilingual education and their role in the promotion of bilingualism;

6. Appraise the role of the education system in fostering and facilitating bilingualism.

This level 9 module is designed to enable teachers and teacher educators, whether school based, HEI based or community based, to develop their thinking and capacities to tutor and supervise in higher education contexts. The module aims to engage participant students in current pedagogical, andragogical and assessment theory and practice for working with learners in higher education.

Participant students are facilitated to broaden and deepen their repertoire of appropriate andragogical, pedagogical and assessment capacities for supervising and tutoring both academic and practicum components in higher education. This will be supported by affording participants developmental opportunities in; meeting/session planning, supporting/scaffolding students and advancing assessing, evaluating and reporting skills while maintaining the highest level of quality assurance.

1. Analyse key underpinning andragogical theoretical concepts and perspectives as they apply to tutoring and supervising in higher education;

2. Analyse key underpinning pedagogical theoretical concepts and perspectives as they apply to tutoring and supervising in higher education;

3. Analyse key underpinning assessment theoretical concepts and perspectives as they apply to tutoring and supervising in higher education;

4. Explore tensions in supporting and scaffolding students in academic and research endeavours and the cocreation of knowledge;

5. Demonstrate competency in selecting and using a range of pedagogical, andragogical and assessment strategies aligned to active and participative learning, higher order thinking skills, deep learning and quality research in a tutoring and/or supervisory role;

6. Critique the practice of educators and researchers to further develop their own thinking and to support optimum teaching and learning in the tutoring and supervisory space in higher education contexts;

7. Participate in discussions on student learning and research in higher education through effective supervising and tutoring as a community of scholars.

This module aims to develop awareness, knowledge , skills and understanding required for supporting learners with a diagnosis of autism, against the backdrop of current policy. It explores the concept of autism as varied and experiential, informed by current research and community perspectives. Guided by the neurodiversity affirmative paradigm, this module aims to equip students with the knowledge to create an inclusive environment and facilitate a flexible approach to teaching and learning. Best-practice approaches and evidence-based supports will be examined. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Critically evaluate theoretical understandings of Autism and their implications for policy and practice.
2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice.  
3. Articulate an understanding of autism and appreciate the varied presentations of autism .  
4. Appraise identification and assessment procedures to recognise and plan for individual learning strengths and differences.  
5. Recognise the diversity of experiences among the autistic community and the implications for practice in the education context.
6. Critically evaluate evidence-based supports/approaches for supporting the school experiences of autistic individuals.