The Practicing Professional Primary Teacher
Available in 2012
|Callaghan Campus||Semester 2|
Previously offered in 2013, 2011, 2010
In this course students will reflect upon, and represent within a teaching portfolio, their professional learning during the program. They will refine their personal philosophy of teaching; explore the legal, social and ethical responsibilities associated with being a member of the teaching profession; and consider their responsibility as participants in local, national and global teaching communities. Through 10 days of professional experience in a primary school setting, they will have the opportunity to refine their capacity to employ effective inclusive teaching practices for personalising and individualising the learning for students in their care.
The University of Newcastle, the NSW Institute of Teachers and our education partners in schools and centres require that all students demonstrate a commitment to professional teaching practice by attending and engaging in lectures, tutorials and other activities provided by the university within our Teacher Education programs.
Students’ professional commitment to teaching will be assessed by a 100% attendance requirement at sessions indicated as compulsory in the course outline. These lectures are compulsory because they present information that is critical to successful completion of the placement.
Attendance will be recorded on rolls available at the entrance to lecture theatres and/or tutorial rooms. Students should ensure that they allow sufficient time to be marked as present and provide adequate identification.
Students who arrive late and leave early without prior arrangement with the course coordinator will be deemed to have not completed the attendance requirement. If students leave the activity early and fail to identify themselves a second roll will be taken upon conclusion to the activity.
If a student fails to attend a compulsory session the student is responsible for contacting course coordinator within three (3) working days to request permission to complete a supplementary assessment task. This task will cover the same information that was in the missed session. These tasks will be pass/fail only and will not include written feedback. All replacement tasks are to be submitted at least two weeks before the commencement of the placement. Students who have not complied with any of these requirements will not be provided with a placement.
Upon completion of this course, students will be expected to:
1. Discuss the legal, social and ethical responsibilities associated with being a member of the teaching profession.
2. Articulate a personal philosophy of teaching.
3. Develop a teaching portfolio that provides evidence of their attainment of graduate teacher standards, and critically reflects upon their professional learning over the entire program.
4. Consider their role as professional partners and participants in local, national and global communities.
5. Demonstrate inclusive teaching practices through adapting and differentiating curriculum and instruction to personalise the learning for students in their care.
* Teaching Portfolios.
* Revisiting frameworks for understanding, interpreting, and critically reflecting upon professional practice.
* Processes for selecting evidence of attainment of Graduate Teacher Standards.
* Developing a personal Philosophy of Teaching.
* The legal, social and ethical responsibilities associated with being a member of the teaching profession.
* Teachers as professional partners and participants in local, national and global communities.
* Approaches to designing differentiated curriculum and inclusive teaching methods to personalise the learning for students.
It is recommended that students have completed, or are concurrently enrolled in EDUC6911, EDUC6912, and EDUC6740 before enrolling in this course.
Modes of Delivery
Problem Based Learning
Problem Based Learning: for 1 hour(s) per Week for 10 weeks
Lecture: for 1 hour(s) per Week for 10 weeks
Tutorial: for 1 hour(s) per Week for 10 weeks