3 x 1-hour lectures per semester
1 x 25-day field placement per semester
^ = may be enrolled concurrently
1 Admission into MTPR-Master of Teaching (Primary)
1a Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
2 ^ EDUC9131 - Professional Experience: An Introduction (Primary R-7)
3 ^ 18 units of EDUC topics
Must Satisfy: ((1 or 1a) and 2 and 3)
Enrolment not permitted
EDUC3666 has been successfully completed
Course context

Available to students enrolled in both EDUC9131 and EDUC9232 in the same calendar year.

Topic description

This professional teaching practice occurs in the first year of the Master of Teaching program. Four consecutive weeks (20 days) plus 5 planning days are spent in a metropolitan or country school context. Emphasis is placed on the gradual assumption of the responsibilities of the teacher. Emphasis is placed on pre-service teachers gradually assuming the responsibilities of the classroom teacher and developing effective approaches to plan, teach and assess for student learning and achievement. Pre-service teachers will be expected to evidence and evaluate the impact of their teaching on student learning through connecting theory and practice. They will also be expected to work collaboratively, ethically, and lawfully with all members of the school’s community for the duration of this placement.

Educational aims

This topic aims to:

  • Immerse pre-service teachers in the work of a primary classroom teacher in a real-world context
  • Develop pre-service teachers’ capacity to connect theoretical and professional understandings and apply their knowledge and skills with responsibility and accountability for their own learning
  • Enhance pre-service teachers’ capacity to communicate effectively and work ethically with students, staff and parents/carers
  • Enhance pre-service teachers’ capacity to plan, prepare for and manage quality learning experiences for the whole class with the support and guidance of the class teacher
  • Develop pre-service teachers’ capacity to observe, evaluate and monitor student learning
  • Develop pre-service teachers’ capacity to critique their practice and evaluate their professional learning strengths and future needs
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Identify strategies to work ethically and communicate effectively and empathetically with students, parents/carers and stakeholders to develop rapport and build trusting professional relationships
  2. Produce written lesson plans and justify the use of teaching and learning techniques to ensure the engagement and participation of all students
  3. Examine theoretical and professional connections between planning, assessment and reporting to parents and carers
  4. Plan strategies to evidence, evaluate and improve the impact of your teaching on student learning
  5. Critique your practice to identify personal goals and strategies for improvement
  6. Evaluate your professional teaching and learning needs aligned with the Australian Professional Standards for Teachers