EDUC4094

Teaching & Learning in TAS 4B

Faculty of Education and Arts School of Education

10 Units 4000 Level Course

Not available in 2014

Previously offered in 2012, 2011, 2010, 2009, 2008, 2007, 2006, 2005, 2004

Designed to extend the professional skills of the pre-service teacher in the areas of curriculum and resource awareness in line with current syllabus and teaching practice in senior Technology and Applied Studies (TAS) subjects. Students will engage in the critical examination of current curriculum, resource evaluation and the production of educational resource materials. They will also be involved in a mentor program which enables them to work directly with a senior student to critically examine syllabus, its application to the classroom and related practical assessment issues.

Objectives

In order to meet the desirable attributes of a beginning teacher, students should be able to:
1. understand curriculum design and implementation;
2. understand how research, curriculum history and social factors have informed the problem-solving and design process models and approaches employed in both design and technology education;
3. understand how industry research and manufacturing processes and product formation are incorporated within Technology education;
4. understand how design professional orientations have informed curriculum through the examination of innovative case studies;
5. display skills in professional teaching practice that displays a proactive position in curriculum design, curriculum innovation and design and technology advocacy;
6. understand the impact of policy and syllabus change on curriculum evaluation and design;
7. display skills in critical reflective practice in relation to evaluation of curriculum;
8. display skills in the design, evaluation and production of educational resource materials; and
9. display interpersonal/communication skills that facilitate teamwork and co-operation with teachers, school and broader community.

Content

1. Curriculum models in design and technology and critical analysis of current Technology and Applied studies syllabus documents.
2. Educational policy, social trends and technological innovations and their impact on curriculum design and implementation in NSW schools.
3. Role of teachers, schools and professional education bodies in Design & Technology education advocacy.
4. National and State policy that impacts on TAS curriculum.
5. Review current texts, resource materials and community facilities for their appropriateness and educational value to schools and students.
6. Industry models, case studies and innovations in design.
7. Mentoring a senior student in an area of TAS curriculum in NSW schools.

Replacing Course(s)

EDDT422 Teaching and Learning in TAS 3B

Transition

Students who fail to complete EDDT422 by the end of 2002 will enrol in EDDT424.

Industrial Experience

Assumed Knowledge

EDDT333, EDDT223 and EDDT221.

Modes of Delivery

Internal Mode

Teaching Methods

Lecture
Tutorial

Assessment Items

Other: (please specify)	Assessment Item 1: Resource Review 20% Knowledge and skills to critically examine current resources available for the teaching of a specified TAS curriculum for senior students.
Other: (please specify)	Assessment Item 2: Mentor Program 50% a) Critical knowledge of current curriculum design, implementation and evaluation. b) Design and implementation of a student centred program. c) Program writing and presentation skills. d) Professional interpersonal and liason skills at all levels ( student, class, teacher school). e) Teacher evaluation and report writing.
Other: (please specify)	Assessment Item 3: Resource Production 20% Knowledge and skills in the design, application and evaluation of either: a) an interactive educational resource; or b) video as educational resource; or c) practical classroom support materials.
Other: (please specify)	Assessment Item 4: Presentation of a current issue in Design & Technology Education 10% Will test students' knowledge, skills, values and attitudes in the following areas: a) educational policies and research; b) design advocay; c) current research in technology and/or design education; and d) technology and its role in the classroom.

Contact Hours