Tutorial Paper 1

Dean Gallagher G00291142

B.Sc. (Hons) in Design and Technology Education

To
Galway-Mayo Institute of Technology, Letterfrack

Module Leader: Dr Pauline Logue Collins and Mr Kevin May.

Programme: Design and Technology Education

Module Title: Professional Studies

Date Submitted: 29/09/2016

1. CONCISE SUMMARY OF READING

The Code of Professional Conduct for teachers was published by the teaching council in
2016 and strives to make explicit the values and standards that have long been experienced
by pupils/students through their participation in education. The code is applicable to all
registered teachers in Ireland.

The intended purpose of the code is three fold. Firstly the code strives to act as a guiding
compass to teachers seeking to steer an ethical and respectful course through their career
in teaching and uphold the honour and dignity of the teaching profession. Secondly it may
be used by the education community and the wider public to inform their understanding
and expectations of the teaching profession in Ireland. Finally, the code has an important
legal standing and in the event of any investigation or disciplinary function under Part5 of
the teaching council Act 2001, dealing with fitness to teach; the code may be used by the
council as a reference point. Having established the purpose for the code as set out above,
it is seen that the code in its conception identifies four ethical values, respect, care, integrity
and trust. These core values are at the heart of the code and underpin the work of the
teacher in the practice of their profession.

In essence the code is a manual which provides parameters for the values and standard that
have come to be expected of Professional teachers. The code also has as a legal precedent
and will serve as a reference document for the teaching council should the need arise. At
the core of the document is the view which sees the teacher as a reflective practitioner
whose key role is to educate. The code also sees the teacher as a member of the wider
education community and places particular relevance on the role teachers should play in
supporting student teachers. The code has also be developed in the context of the councils
future role in regard to the approach of teachers to continuous professional development.
2. CRITICAL REFLECTION

After critically analysing the code of professional conduct for teachers, it is clear what
information the teaching council wished to communicate, via the code, to the education
community as a whole. The documents structure offers the contents of the code in a clear
and logical manner that is quite easy to read. However for a document that sets out to have
an important legal standing the detail of information contained in the code could be
questioned. One could ask, is the code detailed enough? Certain aspects of the code are left
open to interpretation by the individual reader, an example of which would be in section 3
of the code, Professional Conduct 3.2, Teachers should, take all reasonable steps in relation
to the care of pupils/students under their supervision, so as to ensure their safety and
welfare. (Teachers, 2016,p.7.)As a teacher of the technical/ piratical subjects, that is
something which bears thinking about. Its quite ironic that one definition offered for
reasonable is the guilt of a person on trial must be proved beyond reasonable doubt
(Oxford, 2016). If an incident were to occur in school, who determines if the teacher has
taken all the reasonable steps to prevent it?

Section 4.5 of the code states that teachers should develop, learning and assessment
strategies that support differentiated learning in ways that respect the dignity of all
pupils/students (Teachers, 2016,p.7.). Reflecting on the experience of school placement,
the formal rational for the support structures that were in place for teachers to develop
strategies is now apparent. Members of the staff would meet and discuss strategies for both
delivering new learning and assessing students. As a student teacher this offered a valuable
insight into the approach taken by professional teachers in there day to day practice. These
meetings also afforded an opportunity for practicing teachers to support student teachers,
whereby professional teachers would offer their guidance. This approach to collaboration
which is supported in both sections 4 and 6 of the code of professional conduct, is also
supported by Walsh& Dolan (2009) in which they state;

Collaborative Critical conversations are very important components of the the

process. Indeed, if you can find a colleague with the same areas of concern,it enables
a more collaboretive approch to be taken (Walsh & Dolan , 2009, P.149.)

While the code dose support collaboration in section 6, it is somewhat lacking in terms of a
definitive answer. The key word I take issue with here is should, Should employs on no
definite meaning and there for leaves the code open to opinion.

LIST OF REFERENCES
Anon., 2016. http://www.teachingcouncil.ie/. [Online]
Available at: http://www.teachingcouncil.ie/en/Publications/Fitness-to-Teach/Code-of-
Professional-Conduct-for-Teachers1.pdf
[Accessed 29 09 2016].

Oxford, 2016. oxfordreference. [Online]

Available at:
http://www.oxfordreference.com/view/10.1093/acref/9780199551248.001.0001/acref-
9780199551248
[Accessed 29 09 2016].

Walsh, B. & Dolan , R., 2009. A Guideto Teaching Pratice in Ireland. Dublin: Gill &
Macmillan.
 Tutorial Paper 2

Dean Gallagher (G00291142)

Submitted for the B.Sc. (Hons) in Education (Design Graphics and Construction)
To
Galway-Mayo Institute of Technology, Letterfrack

Module Leader: Dr Pauline Logue Collins and Mr Kevin Maye

Programme: B.Sc. (Hons) in Education (Design Graphics and Construction)

Module Title: Professional Studies

Date Submitted: 21/10/2016

1. CONCISE SUMMARY OF READING

Leaving cert reform should focus on real world skills by Clive Byrne discusses the current
Leaving Certificate and questions how applicable it is for its intended purpose. The article
advocates for a reformed Leaving Cert that focuses on nurturing valuable real-world skills
through a curriculum of relevant subjects that are required by the global economy.
Byrne argues that learning purely by rote is not an effective method of cultivating an
intellectually curious mind or, indeed, society; it is simply a way to pass an exam. He
proposes that a reform is needed, one that places an emphasis on developing real world
skills, such as critical thinking and group work, in modern subjects examined by various
methods, of both, formative and summative assessment. Byrne identifies the International
Baccalaureate (IB) diploma as an example, suggesting there is a great deal we can learn from
it. Additional, he suggests that in the long term, Leaving Cert reform is dependent on
university reform. He states, universities need to move towards fewer generalised courses
that teach the necessary fundamentals of a subject before encouraging deeper
specialisation. He also outlines one further reform, proposed by the National Association of
Principals and Deputy Principals(NAPD), suggesting that Leaving Cert results and university
offers be released on the same day to ease the stress face by students. Finally, Byrne relents
that there are many routes and options open to those students that do not obtain the
results they hoped for. These include repeating the Leaving Cert, Post Leaving Cert (PLC)
courses, apprenticeships and entering the workforce.
In conclusion, the article proposes that the current Leaving Cert needs to be moved in a new
direction, one that focuses on nurturing real world skills, which are valued by a growing
global economy. It suggests that in the long term, for reform to be successful, changes will
have to begin at both Junior Cycle and third level. While these changes will not happen
overnight, Byrne is satisfied, that educational reform is been taken seriously by all stake
holders. The availability of courses and the options available to those who may not have
aspirations to attend third level are discussed with Byrne suggesting, that the leaving cert
should not be seen as the end of a journey, but the start of an even more exciting one.
2. CRITICAL REFLECTION

The reader is under no illusion as to Mr Byrne positive stance on reform. While the authors
opinion is clear, no evidence or citation is offered to support the statements made by the
author throughout the article. We see an example of this in the opening sentence Learning
Purely by rote is not an effective method of cultivating an intellectually curious mind or,
indeed, society; it is simply a way to pass an exam (Byrne, 2016). At no stage does Mr
Byrne complement his opinion with supporting evidence. In one instance Mr Byrne states
Recently a number of high profile figures have suggested introducing the IB diploma in
Irish secondary schools. From my own research, I cannot identify any support for this
statement. While I do find some of Mr Byrne argument convincing, the lack of supporting
evidence would lead one to question the creditably of certain aspects of the article
(Garrison, et al., 2016,p.165).

It suggests that a reformed Leaving Cert needs to offer subjects that are both relevant and
required by a global economy (Byrne, 2016). The Functionalist perspective on education
suggests students should indeed be provide with the necessary skills required to function in
the workforce and as members of society (Clausen, 1968, p.5). However, Mr Byrnes has
been selective regarding the subjects required by a global economy. The Expert Group on
Future Skills Needs(EGFSN), publishes an annual report projecting the skills needs in an Irish
context. This years report highlights skills shortages in areas such as ICT, engineering,
sales/customer care, logistics, health, business, finance, hospitality and construction (Expert
Group on Future Skills Needs, 2016,p.2). This would suggest that Mr Byrnes opinion on
reform is slightly skewed, in that he only suggested courses that are commonly associated
with universities, neglecting to suggest subjects that are related to the more vocational
roles identified in the (2016) report by the (EGFSN).
Byrne discusses the options available to students with no aspiration to attend third level
after completing the Leaving Cert. He states For students who may learn better by doing, it
is the chance to pursue an area which really interests them (Byrne, 2016). I believe this
chance should be aforded to the student prior to sitting the Leaving Cert. Should the
students preferred career not be identified at some stage in the five plus years while
attending secondary school? The German education model addresses this issue quite well.
Students have the option of attending three different types of post primary school. These
are the Hauptschule, Realschule and Gymnasium. Each school type offers students a
different path of progression. For example, the Hauptschule and Realschule both facilitates
subjects with a strong focus on vocational training allowing students to develop the skills
needed for a vocational career. While the Gymnasium would be similar to the current Irish
post primary system, with a focus on students attending University (Reeg, 2015). The new
Junior Cycle allows schools to develop there own short courses (Department of Education
and Skills, 2016). This offer some flexablity to schools who believe there is a need for
courses with a vocational focused for students who have an interest in pursuing a trade.
Leaving cert reform should follow this example, shifting the focuse from Leaving Cert
centered education to student centered education, allowing students to be the best they
can be with the talents they have. (Nolan, 2016)
References
Department of Education and Skills, 2016. JuniorCycle.ie. [Online]
Available at: http://www.juniorcycle.ie/Assessment
2012, E. (. A., 2012. 2012, EDUCATION (AMENDMENT) ACT. [Online]
Available at: https://www.oireachtas.ie/documents/bills28/acts/2012/a1412.pdf
[Accessed 09 10 2016].

Byrne, C., 2016. Leaving Cert reform should focus on real world skills. [Online]
Available at: http://www.irishtimes.com/opinion/leaving-cert-reform-should-focus-on-real-
world-skills-1.2768577
[Accessed 09 10 2016].

Expert Group on Future Skills Needs, 2016. Expert Group on Future Skills Needs S\tatment
of Activity 2015, Dublin : Attorney General .
Garrison, S. M., Scott, G. M. & Johnson, W. A., 2016. The sociology student writer's manual
and reader's guide. 1st ed. Lanham, Maryland : Rowman & Littlefield.

Garrison, S. M., Scott, G. M. & Johnson, W. A., 2016. The sociology student writer's manual
and reader's guide. 1st ed. Lanham, Maryland : Rowman & Littlefield.

Nolan, N., 2016. independent.ie. [Online]

Available at: http://www.Independent.ie/opinion/letters/we-must-do-better-than-a-
onesizefitsall-education-system-34987206.html
[Accessed 29 09 2016].

Reeg, C., 2015. Young German. [Online]

Available at: http://www.young-germany.de/topic/study/the-german-school-system-explained
[Accessed 18 10 2016].
 Tutorial Paper 3

Dean Gallagher (G00291142)

Submitted for the B.Sc. (Hons) in Education (Design Graphics and Construction)
To
Galway-Mayo Institute of Technology, Letterfrack

Module Leader: Dr Pauline Logue Collins and Mr Kevin Maye

Programme: B.Sc. (Hons) in Education (Design Graphics and Construction)

Module Title: Professional Studies

Date Submitted: 14/11/2016

1. CONCISE SUMMARY OF READING

In Chapter2 of Stephen D. Brookfields Becoming a critically Reflective Teacher, the

relevance of critically reflective teaching is re-affirmed with the chapter focusing primarily of
this on the process involved. Brookfield suggests that the benefits of critically reflective
teaching are restricted, if a process is not applied. Furthermore, he believes ones ability to
critically reflect is limited by ones assumptions, which need unearthing in order to critically
reflect on ones teaching. To this end, Brookfield suggests analysing ones practice from as
many unfamiliar angles as possible, putting forward his model of critical reflection.
Brookfields model comprises four critically reflective lenses, each forcing us to view our
practice from a different vantage point. They are, 1. Our Autobiographies as learners and
teachers 2. Our Students eyes 3. Our colleagues experiences and 4. Theoretical Literature.
These four distinct lenses provide us different optics with which to view our teaching.
Additionally, Brookfield states, that viewing what we do through these different lenses
alerts us to distorted or incomplete aspects of our assumptions that need further
investigation (Brookfield,1995, P.29)

Brookfields first lens, our autobiographies as learners and teachers, represents one of the
most important sources of insight into teaching to which we have access (Brookfield,1995,
p.31) It forces use to self-reflect and become aware of our paradigmatic assumptions and
instinctive reasoning which define our actions. When these are established, we can then
observe them through the other lenses in Brookfields model. Without an appreciation of
how students perceive our practice, we risk miscommunicating through our teachings.
Brookfield suggests that while observing our practice through our students eyes enables us
to teach more efficiently it may also confirm or challenge existing power relationships in
the classroom (Brookfield, 1995, p.30). Brookfield describes Our Colleagues Experiences,
as a critical mirror reflecting back to us images of our actions that often take us by
surprise (Brookfield, 1995, p. 35) He suggests that collaborative interaction with our
colleagues can afford us an enlightened view of our practice that would normally be hidden.
Consulting Theoretical literature, the fourth and final lens in Brookfields model, allows us to
inform our practice and can quite often afford us an unfamiliar perspective on a familiar

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situation according to Brookfield. In contrast, he adds that the application of this lens can
sometimes be tough for teachers, as many of them have the perception that people who
write books on teaching dont have a clue about the reality of classroom life (Brookfield,
1995, p.38)

In conclusion, the critical journey as Brookfield put it, has to start somewhere. The four
lenses he puts forward as a process by which to conduct critical reflection, offer teachers
but a compass to guide them on that journey. Our experiences and the wisdoms gained
while on that journey are likely to have a profound and long-lasting influence on our
teaching.

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2. CRITICAL REFLECTION

The process put forward by Brookfield provides a step by step approach to critical reflect on
ones teaching and makes explicit the application of his four critically reflective lenses. For
me reading this chapter was somewhat of a eureka moment. Reflecting on my past
experiences of trying to critical reflection, I now see were my difficulties lay, in short I was
trying to embark on journey to improve my practice, but I was not sure which means of
transport to take. Brookfields four lenses provide that means of transport, thus enable me
to reach my destination. However, I am the driver of this means of transport and it is up to
me to select the correct route, ensuring I am critical regarding the sources I consult,
ensuring they do not mirror my own views. Which would only result in a constant
unproductive loop in which the same prejudices and stereotypes are constantly
reaffirmed (Brookfield , 1995, p. 29). Additionally, he explains, that to ensure we do not
limit the benefits of critically reflective teaching, one must have an understanding of the
specific process we apply (Brookfield,1995, p. 28) While I believe I now have a firm
theoretical grasp of Brookfields model, I feel it is important to consult the literature further
to insure my perspective on critical reflection is not limited to just one theory.

David Kolbs theory of Experiential Learning (Kolb, 2014) provides a broad framework for the
overall process of critically reflective teaching. Comprising of four main areas Kolbs theory
when complemented with Brookfields four Critically reflective lenses provide a logical
method for critically reflective teaching. Stage one Concrete experience is seen as the
activity taking place in the classroom and the teacher identifying a particular issue. Stage
two reflective observation, is where the teacher recalls events and unearths their
assumptions, in order to examine the issue from many unfamiliar angles. Stage three,
Absent Conceptualisation involves the teacher consulting the views of student, colleagues
and theoretical literature to inform their future practice. And finally, stage four, Active
Experimentation, this is where the teacher puts an intervention in place with a view to
improving the issue identified, thus improving their practice and the learning experience of
the student. This logical process expands on Brookfields theory and provides the teacher
with a complete image of the overall process of critically reflective teaching.

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While reflective practice is not a new idea by any means, with its origins dating back to the
time of the ancient Greek philosophers, then referred to as praxis (Logue , 2016). Its
relevance for teachers is still clear today, as we strive to achieve perfection in our practice.
Marzano suggests that a teachers ability to reflect on their pedagogical skill has a strong
link with the overall performance of their student (Marzano , 2012, p.3). For me this
provides ample motivation to engage in the process of critical reflection as I experience a
great sense of personal pride when students both engage and perform well in my lessons.

Bibliography

Brookfield , S. D., 1995. Becoming a Critically Reflective Teacher. San Francisco: Jossey-
Bass.

Kolb, D. 2014. Experiental Learning: Experience as the Source of Learning and

Development. New Jersey : Pearson Education.

Logue , P. 2016. Reflective Practice an Overview , Galawy : s.n.

Marzano , R. J., 2012. Becoming a Reflective Teacher. Bloomington: Marzano Research

Laboratory.

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