Learn the foundational knowledge and skills needed to become a primary or secondary teacher. This course examines concepts and theories from educational, social, and developmental psychology and sociology. Pre-service teachers develop an understanding of how students learn and how teachers can help students learn. By investigating the relationships among the individuals, society, social diversity, and contemporary education systems, students learn how this complexity impacts on students’ development and achievement. Students will investigate equity issues, including Indigenous issues, in schooling, reflect on education policy and teaching practices and identify ways in which educators can create socially and culturally inclusive educational environments. Students will complete 15 hours of work integrated learning in this course through the Teach Outreach program.
- Trimester 1 - 2020
This course replaces the following course(s): EDUC6711, EDUC6735 and EDUC6911. Students who have successfully completed EDUC6711, EDUC6735 or EDUC6911 are not eligible to enrol in EDUC6785.
On successful completion of the course students will be able to:
1. Define the multiple discourses and theoretical fields that inform educational practice;
2. Synthesise a broad research base and communicate their understanding of the foundations of quality teaching in schools;
3. Identify typical developmental trends (physical, cognitive, social, emotional, moral) in students as they move through primary and secondary school;
4. Apply current theories of learning and motivation and explain ways in which teachers can assist students to learn;
5. Describe the social nature of schooling and the ways in which socio-cultural factors can affect students experiences of schooling;
6. Interpret and critically analyse contemporary policy, current issues, values, practices and ethical considerations in their area of specialisation; and
7. Research and plan socially just pedagogical and curricular practices for diverse student populations in their specialisation.
The following course content will be addressed:
- Conceptual frameworks for understanding contemporary educational practice.
- The key components of good practitioner inquiry/teacher research.
- Models of Development including physical; cognitive; social; emotional; moral; and intellectual.
- Students' motivation; teachers' motivation; ways teachers can structure their teaching to increase students' motivation to learn.
- Effects of socio-cultural factors on students' experience of schooling.
- Theory based understanding and critique of contemporary educational issues and practices.
- Developing teaching strategies and practices for socially and culturally inclusive and equitable classrooms.
Review of Progress
This course is a compulsory program requirement for students in the following program(s):
In addition to meeting the University's overall requirements for academic progression, students enrolled in these program(s) must satisfactorily complete this course in order to progress in their program.
Students must be active in 40204 Master of Teaching (Secondary) or 40205 Master of Teaching (Primary) to enrol in this course.
Written Assignment: Individual Task - Literature Review - 35%
Written Assignment: Group Task - Belonging in Schools - 25%
Written Assignment: Individual Task - Teaching for Equity - 40%
In order to pass this course, each student must complete ALL of the following compulsory requirements:
- Child Protection Awareness Training - Students must complete approved child protection awareness training.
- Working with Children - A national criminal history check and review of findings of misconduct involving children, required for any child-related work.
- Anaphylaxis Training - Students must complete approved anaphylaxis training.
Face to Face On Campus 1 hour(s) per Week for 12 Weeks starting in week 1
Online 2 hour(s) per Week for 12 Weeks
Face to Face On Campus 15 hour(s) per Term Full Term
Face to Face On Campus 3 hour(s) per Week for Full Term