Year
2020
Units
4.5
Contact
1 x 3-hour workshop weekly
Prerequisites
1 Admission into MTSE-Master of Teaching (Special Education)
2 Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
3 Admission into MTPR-Master of Teaching (Primary)
4 Admission into MTS-Master of Teaching (Secondary)
5 Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
Must Satisfy: ((1 and 2) or (3) or (4) or (5))
Enrolment not permitted
EDUC3610 has been successfully completed
Topic description
The main focus of this topic is on holistic, personal and scholarly critical reflection in which pre-service teachers examine aspects of practice relating to 'relationships for learning' in the light of relevant theories and research. Students choose an personally meaningful and authentic 'dilemma in practice' case study to respectfully and confidentially share, reflect on, research and present for their final assignment. Issues relating to behaviour and classroom management philosophies, polices and practices, curriculum, pedagogy, teacher, student and family wellbeing, engagement, motivation, exclusion, anxiety, depression, aggression, learning difficulties, giftedness, bullying, trauma, culture, family problems and relating with colleagues, outside agencies and families/caregivers will explored with the whole class to be taken up individually in depth as they relate to individual dilemmas. Case study methodology, and ethical issues arising from research in education with vulnerable subjects are explored in depth. The aim is that by the end of the semester dilemmas are viewed from a broader, deeper and more critically informed perspective to develop greater awareness of proactive and preventative strategies as well as strategies for acting in the midst of complexity to underpin their future establishment of positive and inclusive classroom environments.
Educational aims
This topic aims to develop:

  • an awareness of the contribution of personal and scholarly reflection to personal and professional development, teacher wellbeing and educational practice

  • an appreciation of the importance of teachers' development of self awareness and self regulation to assist in relating to students, colleagues and caregivers and responding in the midst of complexity

  • an awareness of a range of preventative and proactive strategies in relation to classroom and behaviour management, wellbeing and engagement

  • an awareness of a range of available supports and resources for teachers working with young people with complex needs and behaviours

  • the capacity to view dilemmas in education from a broader, deeper, integrated and more critically informed perspective through an engagement in case study research
Expected learning outcomes
On completion of this topic students will be able to:

  • engage in personal and scholarly and critical reflection on a dilemma encountered on placement and see it from a more multidimensional, informed and nuanced perspective in the light of their case study research

  • understand basic case study methodology

  • reflect on their own attitudes, thoughts and emotions and appreciate the contribution these make to relationships, wellbeing and professional practice

  • know about and access a range of resources and supports available to assist with students with complex needs

  • know about of a range of proactive, preventative and responsive classroom and behaviour management strategies to underpin future practice

  • appreciate the need for sensitivity, awareness and confidentiality in conducting case study research and any professional practice

  • appreciate the links between student and teacher motivation, engagement, wellbeing, self efficacy, relationships and learning.