EDUC6200
10 units
6000 level
Course handbook
Description
This course introduces students to the research and development literature on Educative forms of pedagogy. In particular, the course will outline major dimensions of classroom practice that have been identified in recent research as contributing to greater and more equitable student learning outcomes. In addition, the course will engage students in direct experiences to build their capability as instructional leaders to plan and deliver professional curriculum development and practices using these concepts.
Availability
Not currently offered.
This Course was last offered in Semester 1 - 2024.
Learning outcomes
On successful completion of the course students will be able to:
1. Appraise theories and models of educative pedagogies.
2. Evaluate the role of instructional leaders in improving classroom teaching to enhance student learning.
3. Show how teachers' professional development plans facilitate improved teaching in classrooms and schools.
4. Propose how teachers can develop reflexive teaching practices in classrooms and schools that promote student learning.
Content
- A detailed analysis of Educative Pedagogy models and their relationship to improved student learning outcomes.
- A focus on the role of instructional leaders in improving pedagogical practices that enhance student learning.
- An introduction to and application of professional development plans to improve teaching in classrooms and schools.
- How instructional leaders can promote ongoing reflexive teaching practices in classrooms and schools.
Assessment items
Written Assignment: Assignment 1
Written Assignment: Assignment 2
Course outline
Course outline not yet available.
The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.