1 x 2-hour workshop weekly
1 x 40-day field placement per semester
1 Admission into MTPR-Master of Teaching (Primary)
2 EDUC9125 - English Curriculum Studies 1: Literacy in Changing Educational Contexts
3 EDUC9131 - Professional Experience: An Introduction (Primary R-7)
Must Satisfy: (1 and 2 and 3)
Enrolment not permitted
1 of EDUC3527, EDUC9232 has been successfully completed
Assumed knowledge
Two years minimum completion of university studies in a second language other than English or equivalent.
Topic description

This professional experience comprises a 25-day block of teaching in a metropolitan or country school context. 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. After the professional experience placement, pre-service teachers will be introduced to curriculum and pedagogy in the field of languages with a particular focus on classroom application. This topic fosters enquiry as an essential educational practice in languages education. It investigates theory informed cross-cultural and cross-curriculum practice in languages education.

Educational aims

This topic aims to:

  • Develop pre-service teachers’ pedagogical content knowledge related to primary school language programs
  • Provide opportunities for pre-service teachers’ 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
  • Develop pre-service teachers’ capacity to 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
  • Enhance 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. Critique contemporary language learning and teaching theories, approaches and methods
  3. Plan and evaluate learning and assessment activities that address the needs of diverse learners and foster critical and creative thinking and intercultural understanding
  4. Examine theoretical and professional connections between planning, assessment and reporting to parents and carers
  5. Plan strategies to evidence, evaluate and improve the impact of your teaching on student learning
  6. Evaluate your professional teaching and learning needs aligned with the Australian Professional Standards for Teachers