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.
This topic aims to develop: