Year
2021
Units
4.5
Contact
1 x 40-day field placement per semester
Prerequisites
1 Admission into MTPR-Master of Teaching (Primary)
2 Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
3 4 of EDUC9121, EDUC9125, EDUC9406, EDUC9228, EDUC9220
3a 4.0000000000 of EDUC9120, EDUC9311, EDUC9522, EDUC9512
4 36 Units of study
5 EDUC9221 - Mathematics Curriculum Studies in Context
6 EDUC9131 - Professional Experience: An Introduction (Primary R-7)
7 1 of EDUC9232, EDUC9234
7a EDUC9235 - Professional Experience 1 and Inclusive practice (Primary R-7)
8 EDUC9135 - Teaching in and through the Expressive Arts: Dance, Drama, Media Arts, Music and Visual Arts
9 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
9a Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
10 90 units of study
Must Satisfy: ((1) or (2)) and (((3 or 3a) and 4 and 5 and 6 and (7 or 7a) and 8) or ((9 or 9a) and 10))
Assessment
Fieldwork
Topic description

In this topic, pre-service teachers undertake a 40-day placement in a metropolitan or rural school to demonstrate their capacity to assume the roles and responsibilities of a teacher and attain the Graduate Professional Standards. With the support of a university appointed liaison and oversight by a qualified mentor teacher, pre-service teachers are expected to apply and evidence knowledge of various classroom and professional practices including differentiated curriculum, instruction and assessment; a range of verbal and non-verbal communication skills; strategies that enable full participation of students with diverse needs; organising safe and positive learning environments; and, documenting self-improvement strategies and setting future professional learning goals. The University will use the placement report and the successful completion of the required assessment activities to assess whether a pre-service teacher has achieved the Graduate Professional Standards for the Teaching Performance Assessment (TPA).

Educational aims

This topic aims to:

  • Immerse pre-service teachers in the work of a primary classroom teacher in a real-world context and provide opportunities for them to achieve the Graduate Standard of the Australian Professional Standards for Teachers
  • 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 and professional practice and in collaboration with others who share responsibility for student learning and their wellbeing
  • Enhance preservice teachers’ capacity to communicate effectively and work ethically with students, staff and parents/carers
  • Enhance preservice teachers’ capacity to evidence, evaluate and improve the impact of their teaching on student learning
  • Provide opportunities for preservice teachers to apply their knowledge and skills creatively and skillfully to identify and solve problems with intellectual independence
  • Develop preservice teachers’ capacity to critique their practice and evaluate their professional learning needs
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Validate effective teaching practice and learning through the achievement of the Australian Professional Standards for Teachers at the Graduate Career Stage
  2. Design inclusive curriculum for diverse students using assessment data to make informed professional judgements supported by well-developed pedagogical reasoning, research-informed perspectives and disciplinary knowledge and skills
  3. Assess situations and Identify and implement strategies to communicate effectively and empathetically with students, parents/carers and stakeholders to develop rapport while building trusting professional relationships
  4. Plan and implement strategies to evidence, evaluate and improve the impact of your teaching on student learning
  5. Devise effective, creative and innovative solutions to authentic problems encountered in learning and teaching contexts
  6. Critique your practice and with the guidance of your mentor teacher and identify personal goals and strategies for improvement

Key dates and timetable

(1), (2)

Each class is numbered in brackets.
Where more than one class is offered, students normally attend only one.

Classes are held weekly unless otherwise indicated.

FULL

If you are enrolled for this topic, but all classes for one of the activities (eg tutorials) are full,
contact your College Office for assistance. Full classes frequently occur near the start of semester.

Students may still enrol in topics with full classes as more places will be made available as needed.

If this padlock appears next to an activity name (eg Lecture), then class registration is closed for this activity.

Class registration normally closes at the end of week 2 of each semester.

Classes in a stream are grouped so that the same students attend all classes in that stream.
Registration in the stream will result in registration in all classes.
  Unless otherwise advised, classes are not held during semester breaks or on public holidays.