Year
2021
Units
4.5
Contact
Semester
1 x 1-hour lecture weekly
1 x 2-hour workshop weekly

Non Semester
7 x 1-hour lecture once-only
7 x 2-hour workshop-1 once-only
1 x 3-hour workshop-2 once-only
Prerequisites
1 Admission into MTEC-Master of Teaching (Early Childhood)
1a Admission into MTPR-Master of Teaching (Primary)
1b Admission into MTS-Master of Teaching (Secondary)
1c Admission into BLANGMTS-Bachelor of Languages, Master of Teaching (Secondary)
1d Admission into BAMTEC-Bachelor of Arts, Master of Teaching (Early Childhood)
1e Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary)
1f Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary)
1g Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary)
1h Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary)
1i Admission into MTSEPR-Master of Teaching (Special Education) (Primary)
1j Admission into MTSESC-Master of Teaching (Special Education) (Secondary)
2 EDUC4740 - Professional Experience: Final Assessment for Registration (Early Childhood)
2a EDUC4741 - Professional Experience: Final Assessment (Primary R-7)
2b EDUC4742 - Professional Experience: Final Assessment for Registration (Middle and Secondary Schooling)
2c EDUC9304 - Professional Experience: Final Assessment (Early Childhood)
2d EDUC9312 - Professional Experience 2: Assessment for Registration (Primary R-7)
2e EDUC9308 - Professional Experience 2: Assessment for Registration (Secondary)
Must Satisfy: ((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j) and (2 or 2a or 2b or 2c or 2d or 2e))
Topic description

This topic is designed to provide students with the opportunity to reflect on the knowledge developed in this professional degree while drawing on the contexts of their personal life experiences and knowledge and understandings from their earlier studies. Students will be challenged to investigate significant contemporary educational issues and to use their educational and curriculum knowledge to explain and justify the positions they adopt in relation to these issues and subsequently reflect how they meet professional standards for teaching. This process will assist students to explore and make explicit their personal professional philosophy of education. In turn this will be used by students as they explore the nature of education systems and their readiness for teaching.

Educational aims

This topic aims to:

  • Assist students to bring their life experiences, educational and curriculum knowledge to bear on the investigation and review of contemporary educational issues
  • Introduce students to procedures that can be used to critically analyse educational systems and selected contemporary educational issues
  • Enable students to use these procedures to propose and justify their readiness to enter the profession
  • Facilitate further exploration of teaching as a profession and introduce students to significant features of the early years of teaching
Expected learning outcomes
On completion of this topic you will be expected to be able to:

  1. Articulate a personal professional philosophy of teaching and education by synthesising and critically evaluating relevant beliefs, knowledge and skills
  2. Explain and justify their recommendations for action in relation to the selected educational problem or issue
  3. Adopt their roles as beginning teachers through a formal presentation of how they meet expectations of the Teaching Performance Assessment
  4. Complete a foundation professional portfolio which presents evidence of how they meet graduate level focus-areas of the Australian Professional Standards for Teaching
  5. Examine key features of the process of entering the teaching profession and of the early years of teaching

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.