Unit rationale, description and aim
In the course of this unit theoretical perspectives of teaching practice will inform and provide contexts for creating and developing learning in the classroom. The unit includes 15 days of professional experience with a minimum of a 10 day block. Pre-service teachers will develop a critical approach to teaching and learning through engaging with research, scholarship and school-based professional experience. Pre-service teachers will critically reflect on the complexities of teacher performance, classroom management strategies, planning processes, teaching strategies and social contexts that inform learning environments. The implementation of communication and interpersonal skills and information and communication technology (ICT) will be addressed within various school, classroom and community contexts. Through knowledge and implementation of various teaching strategies pre-service teachers will develop an understanding of productive pedagogy with particular reference to the importance of creating quality learning environments. During the extended professional experience placement pre-service teachers will critically engage in reflective practice to ensure that diverse learners are engaged in quality teaching.
This unit aims to provide pre-service teachers with a comprehensive understanding of theories and practices that underpin teaching and learning environments.
Campus offering
No unit offerings are currently available for this unitLearning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Understand the role of the teacher in the classroo...
Learning Outcome 01
Apply theories and practices of curriculum plannin...
Learning Outcome 02
Analyse, develop and implement appropriate teachin...
Learning Outcome 03
Examine and apply a range of classroom management ...
Learning Outcome 04
Plan, develop and implement a variety of learning ...
Learning Outcome 05
Communicate effectively in cross-cultural situatio...
Learning Outcome 06
Implement deliberate teaching and professional pra...
Learning Outcome 07
Content
Topics will include:
- Communication and interpersonal skills in the classroom, school, and other community contexts
- Theories and practices of lesson planning procedures and teacher performance, and how this impacts on classroom teaching and learning
- Models of curriculum and curriculum practice
- Evaluative processes to teaching and learning and how this impacts on reflective practice
- A range of pedagogical strategies, that may include direct instruction, questioning and discussion processes, explanations and demonstrations, cooperative and collaborative learning, inquiry-based learning, inductive thinking, differentiated instruction, problem solving, role play, ICT integrated learning
- Theories and practices of classroom management, with particular emphasis on preventing disruptive behaviours and maintaining classroom behaviour for quality teaching and learning
- An understanding and analysis of developing and implementing the addition of Aboriginal and Torres Strait Islander perspectives across the curriculum
- An understanding of story in the teaching of Aboriginal and Torres Strait Islander perspectives including implications for curriculum and curriculum practice
- An overview of assessment strategies, including the need for timely feedback on student learning
- Introduction to the main areas of law relevant to the teacher-student relationship such as the duty of care, discipline and physical contact
- Development of ICT skills and the application of ICT for learning and teaching
- Current research into ICT and pedagogy.
Assessment strategy and rationale
The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and demonstrate attainment of professional standards.
Minimum Achievement Standards
There will be three assessment tasks equivalent to a total of 4,000 words. Pre-service teachers are required to pass the professional experience requirements in Assessment Task 3 in order to pass the unit.
Overview of assessments
Assessment Task 1 Reflective blog: Pre-service...
Assessment Task 1
Reflective blog:
Pre-service teachers will create a professional profile which will include:
- Qualifications, teaching philosophy, etc
- Weekly critical reflection of experiences in the classroom
Across the blog posts reference must be made to the Australian Professional Standards for Teachers with a focus on Standard 2: Focus 2.6 Implement teaching strategies for using ICT to expand curriculum learning opportunities for students.
The blog will need to demonstrate the following ICT capabilities:
- Use of graphics
- Effective hyperlinks and descriptions
- Use of multimedia
- Quality design and ease of navigation <
50%
Assessment Task 2 (this task must address the rel...
Assessment Task 2 (this task must address the relevant LOs 2, 3, 5, & 7)
Reflective practice in context:
A critical exploration of a teaching episode, event, issue, experience or situation from your professional experience placement. Reflect critically on the teaching and learning episode in order to identify ways to improve quality teaching outcomes. Reflections should include responses to constructive feedback or data to improve and refine pedagogical practices from various sources, e.g. university supervisor, colleague teacher, student work, etc.
50%
Assessment Task 3 Successful completion of the p...
Assessment Task 3
Successful completion of the professional experience requirements for third year of the course including compilation of evidence as required and preparation and presentation of a sequence of lesson plans, that incorporate an ICT focus with a variety of associated learning resources that will engage students in their learning.
NIL
Pre-service teachers must pass the practicum in order to pass the unit
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit.
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: