Not available in 2013
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.|
|Assumed Knowledge||EDDT333, EDDT223 and EDDT221.|
|Modes of Delivery||Internal Mode|
|Contact Hours||Tutorial: for 1 hour(s) per Week for 12 weeks
Lecture: for 1 hour(s) per Week for Full Term