Course details
What is the programme about?
The programme supports and promotes the professional dimensions of teaching with an emphasis on the teacher as a reflective practitioner committed to and capable of career-long development based on informed reflective practice. Student teachers will acquire advanced professional knowledge and skills associated with research-informed teaching incorporating creative/academic study, research inquiry, professional discipline in work settings and a foundation for continuous professional development. The professional teaching portfolio is recognised as an important dimension of career-long learning. For the duration of the programme it is developed as a flexible electronic space, somewhere not just to document emergent and enduring development but as a learning artefact that is immanent in personal and professional development itself. The portfolio is a highly individualised, creative online vehicle that has many dimensions and purposes.
The programme builds on the growing importance of digital media and social networking platforms that are progressively more available to everyone, but especially to young people. The special attention given to art and design digital media and pedagogies reflects both the increasing importance of teachers having the knowledge and skills to use contemporary digital media confidently in different personal and professional contexts, but especially in their classroom teaching, and the particular knowledge and skill set of art and design graduates who are increasingly adapt in the use of digital media in their art and design practice and for online networking. The programme uses online dialogue within a community of practice for student teachers to search, share and construct knowledge, and for them to support each other while on school placements.
School placement involves three periods of block teaching with the advantage of student teachers having real opportunities to immerse themselves into the life of art and design departments and schools. Student teachers are placed in two different schools where they gain experience of teaching in different types of schools and in different social environments.
Year 1
The programme is designed as a sequence of six learning activities with embedded modules, encompassing work that infuses art and design practice, theorising and reflective practices, research and living inquiry, school placement and professional preparation for life-long learning.
Art/Design Community of Practice – COP
The programme’s community of practice is formed and student teachers begin to interact, building relationships, sharing profiles and collectively constructing knowledge. Consideration is given to the nature of living enquiry, of being an artist-research-teacher, to being a professional with responsibilities.
Art/Design Education 1 - ADE1
Time is devoted to drawing and personal art and design work as a fundamental aspect of art and design curriculum, and as an introductory basis for planning, teaching, assessment and reflection (with a three week school placement block)
Art/Design Digital Media - DM
This activity involves a creative exploration of digital media in art and design and the changing landscape of digital media in education and its use in everyday society, especially by young people
Art/Design Education 2- ADE 2
Here planning, teaching, assessment and reflection come to the fore, this time focusing on more involved resource-based teaching and learning and studio-workshop, addressing art and design concepts, materials and processes (with an eight week school placement block)
Year 2
Art/Design Education 3 – ADE 3
Attention shifts to research and participatory teacher enquiry, with a focus on out-of-school group projects concerned with art and design in the environment and local community (with a ten week school placement block)
Art /Design Professional Practice and Portfolio- PP
Creating an enquiry-orientated professional portfolio and establishing self-directed goals for continuous professional development
Updated on 08 November, 2015Course Location
About Limerick Institute of Technology - Tipperary
About LIT
Limerick Institute of Technology (LIT) is an institute of higher education in Limerick, a modern urban city in the Mid-theyst region of Ireland and is one of 13 institutes that are members of the Institutes of Technology, Ireland (IOTI). LIT is the ftheirth largest IOT in Ireland, with more than 6000 full time and part time students and 500 staff.
The Institute has five campuses and a learning centre across Limerick city, Tipperary and Clare. The main campus is located at Moylish Park, with two city centre campuses in Clare Street and Georges Quay in Limerick city. LIT in Tipperary is based in two campuses -Thurles and Clonmel. The LIT Ennis Learning Centre is based in the museum in Ennis town centre.
LIT offers ctheirses at Level 6 (certificate) through to Level 10 (PhD) whilst also catering for craft apprentices and adult and continuing education. LIT was awarded the Sunday Times Institute of Technology of the Year in 2008 and 2013 by the Sunday Times University Guide. The guide is the definitive guide to higher education in Ireland and the UK.
Educational Philosophy
LIT has a distinctive approach to Teaching and Learning known as the Active Learning philosophy. Whatever discipline area is offered the core methodology is active and practical; lab work, studio work, case studies, field visits, group assignments and more.
This approach to teaching and learning is embedded in assessment strategies and campus development so that the learning environment reflects the identity of LIT. It is also underpinned by staff developments, e.g. workshops and an online repository of active learning strategies.\
History
The genesis of LIT was the Limerick School of Ornamental Art set up in 1852 when the Athenaeum Society started a School of Arts and Fine Crafts in Limerick. In 1963 a series of technical colleges, to be known as Regional Technical Colleges (RTCs) was announced by the then Minister for Education, Patrick Hillery and the first of the RTCs theyre opened in Athlone, Carlow, Dundalk, Sligo and Waterford in 1970.
A regional technical college for Limerick follotheyd in 1974, initially under the name Limerick College of Art, Commerce and Technology (CoACT). CoACT was upgraded to Institute of Technology status in 1997, along with the restof the RTCs. In 1999 LIT was awarded delegated authority by the Higher Education and Training Awards Council, which allows the institute to award its own bachelors, masters and doctorates degrees.
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