Module Details

Module Code: EDUC8031
Title: Ethics in Education
Long Title: Ethics in Education
NFQ Level: Advanced
Valid From: Semester 1 - 2018/19 ( September 2018 )
Duration: 1 Semester
Credits: 5
Field of Study: 1420 - Education Studies
Module Delivered in: 1 programme(s)
Module Description: Ethics in Education aims to foster an awareness of ethical dilemmas and provide students with the tools to create methods of resolution. Exploring ethics within an educational context is a process whereby individuals become more deliberately and actively involved in making ethical decisions and this module is designed to motivate students to recognise the spectrum of societal responsibilities within their intended profession.
 
Learning Outcomes
On successful completion of this module the learner will be able to:
# Learning Outcome Description
LO1 Compare and contrast their own behaviour with professional conduct best practice guidelines
LO2 Integrate cultural and identity issues into teaching practice
LO3 Categorise and generate responses to moral dilemmas in education
LO4 Contextualise the inter-relationship between sexuality and sexual development.
LO5 Deconstruct personal values to increase self awareness in practice
Dependencies
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 MTU module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
Incompatible Modules
These are modules which have learning outcomes that are too similar to the learning outcomes of this module. You may not earn additional credit for the same learning and therefore you may not enrol in this module if you have successfully completed any modules in the incompatible list.
No incompatible modules listed
Co-requisite Modules
No Co-requisite modules listed
Requirements

This is prior learning (or a practical skill) that is mandatory before enrolment in this module is allowed. You may not enrol on this module if you have not acquired the learning specified in this section.
No requirements listed
 
Indicative Content
Professional Conduct
Codes of professional conduct for teachers as stipulated by the Teaching council 2007 refering to standards of teaching, knowledge, skill and competence.
Culture & Identity
The basis of culture and identity. Educators need to explore and understand their own cultural identities before they can relate to cultural backgrounds of students. Devising culturally relevant and responsive approach in teaching and learning practices.
Sexual Development and Sex Education for Children
Sexual development and sex education involves the process of acquiring information and forming attitudes and beliefs about sex, sexual identity, and sexuality. Sexual development begins in early childhood. In an age when childhood sexual abuse is increasingly in the media, it is important for those working with children to understand what is "normal" sexual development and behaviour in children and teenagers.
Moral Reasoning
Moral reasoning is a thinking process with the objective of determining whether an idea is right or wrong. Exploring theories of Kohlberg and Piaget regarding moral development. Moral developemnt and Gender.
Impact of personal values on practice in the workplace
Neural basis of cultural influence on self-representation. Symbolic Self-Completion, Attempted Influence, and Self-Deprecation. Clarifying and Applying Personal Values: Priorities and Integrity. What happens when personal and professional values collide?
Module Content & Assessment
Assessment Breakdown%
Coursework100.00%

Assessments

Coursework
Assessment Type Short Answer Questions % of Total Mark 30
Timing Week 8 Learning Outcomes 1,2,3,4,5
Assessment Description
Evaluate case study followed by short answer questions
Assessment Type Project % of Total Mark 70
Timing Sem End Learning Outcomes 1,2,3,4,5
Assessment Description
Relate each of the indicative content areas into personal practice to include ongoing formative feedback
No End of Module Formal Examination
Reassessment Requirement
Coursework Only
This module is reassessed solely on the basis of re-submitted coursework. There is no repeat written examination.

The University reserves the right to alter the nature and timings of assessment

 

Module Workload

Workload: Full Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent and Directed learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
Workload: Part Time
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact Lecture Every Week 3.00 3
Independent & Directed Learning (Non-contact) Non Contact Independent and Directed learning Every Week 4.00 4
Total Hours 7.00
Total Weekly Learner Workload 7.00
Total Weekly Contact Hours 3.00
 
Module Resources
Recommended Book Resources
  • Carr, David. (2000), Professionalism and Ethics in Teaching, Routledge, London, [ISBN: 0415184606].
  • Sidney Hook; Paul Kurtz; Miro Todorovich. (1977), The Ethics of Teaching and Scientific Research, Prometheus Books, Buffalo, NY, [ISBN: 0879750685].
  • David E. W. Fenner. (1999), Ethics in education, Garland Pub., New York, [ISBN: 978-0-8153-3088-2].
  • Gunilla Dahlberg and Peter Moss. (2005), Ethics and politics in early childhood education, Routledge, [ISBN: 978-0-415-28042-6].
  • Kwame Anthony Appiah. (2007), The ethics of identity, Princeton University Press, Princeton, N.J., [ISBN: 9780691130286].
Recommended Article/Paper Resources
  • The Official Journal of the International Network of Philosophers of Education (INPE). (2012), Ethics and Education, Ethics and Education, [ISSN: 1744-9642].
  • Richard Spano, Ph.D., & Terry Koenig, Ph.D.,. (2008), What is sacred when personal and professional values collide?, Journal of Social Work Values & Ethics, Vol 4, No. 3.
  • Monica Bucciarelli, Sangeet Khemlani and P. N. Johnson-Laird. (2008), The psychology of moral reasoning, Judgment and Decision Making, Vol. 3, No. 2, February 2008, p.pp. 121–139.
Other Resources
  • CD/Web, Dept. of Education. (1999), Primary School Curriculum.
 
Module Delivered in
Programme Code Programme Semester Delivery
CR_HMONT_8 Bachelor of Arts (Honours) in Montessori Education 7 Mandatory