1 x 40-day field placement per semester
1 Admission into MTS-Master of Teaching (Secondary)
1a Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
1b Admission into MTSA-Master of Teaching (Secondary)
2 1 of EDUC9128, EDUC9128A, EDUC9128B, EDUC9128C, EDUC9128D, EDUC9128E, EDUC9128F, EDUC9128G, EDUC9128H, EDUC9128I, EDUC9128J
3 1 of EDUC9140, EDUC9233
4 Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
4a Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
4b Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
5 1 of EDUC3525, EDUC4729, EDUC3642
Must Satisfy: (((1 or 1a or 1b) and 2 and 3) or ((4 or 4a or 4b) and 5))
Topic description
This Professional Experience final placement occurs in the second year of the Master of Teaching program. Pre-service teachers are expected to attend the lead in days at the commencement of the school year unless they are undertaking a country placement, in which case they may undertake the placement as a block of 8 weeks (40 days). Metropolitan placements require the completion of 10 days preparation and participation prior to a block of 6 weeks (30 days). Pre-service teachers under the guidance of a mentor teacher work towards assuming a full range of professional responsibilities. The pre-service teacher is expected to plan, implement and evaluate their teaching and learning programs. A university-appointed liaison will maintain close links between the pre-service teacher, the school and the university academic coordinator. At the conclusion of the Professional Experience a written report will indicate achievement based on the Australian Professional Standards Graduate level and readiness for entry to the Register of the Teachers Registration Board of South Australia.
Educational aims
To provide an opportunity for pre-service teachers to:

  • Demonstrate the skills of teaching and a clear understanding of the requirements of the profession

  • Form effective professional relationships with students, colleagues and parents

  • Connect theoretical understandings about learning and teaching with classroom practices

  • Identify their strengths, interests and areas for professional and personal growth in relation to the Professional Standards for Teachers

  • Establish eligibility for entry to the Register for the Teachers Registration Board of South Australia.
Expected learning outcomes
On completion of this topic, students are expected to be able to:

  1. Plan appropriate curriculum and instructional approaches and materials for a diverse range of students needs

  2. Assess and record student learning

  3. Positively manage the learning environment for extended periods of time

  4. Develop professional and effective relationships with students, teachers and parents/caregivers

  5. Use inclusive teaching methodologies

  6. Evaluate the effectiveness of their educational programs

  7. Critically reflect on their performance as a beginning teacher

  8. Act in ways that show a clear understanding of the professional and ethical requirements of a teacher

  9. Demonstrate the competence of a beginning teacher.