Unit rationale, description and aim

Local and global entities are increasingly focused on the importance of quality early childhood education and care (ECEC) experiences for young children and the need for quality teachers to ensure the best outcomes. Early childhood teachers (ECT) experience shifting national, state, and local legislative requirements and policy changes and are required to work dynamically across various contexts. There are competing discourses and expectations within policy that pre-service teachers reflect on to construct their own professional identity as an ECT. Pre-service teachers will be introduced to the complexities of the early childhood teaching role to enhance their professional capacity and leadership responsibilities within early learning environments. Pre-service teachers will deepen their knowledge of relevant legislation to advocate for social justice and inclusivity issues, as well as understand the diverse religious, cultural and social backgrounds of children. Pre-service teachers will learn to create positive learning environments by recognising the importance of collaboration with professionals, children, families, and community members. This includes developing resources and professional learning. This unit aims to assist pre-service teachers in developing and applying a critical understanding of various social and cultural contexts, with a focus on diversity and inclusion for children with diverse needs including Aboriginal and Torres Strait Islander children.

2026 10

Campus offering

No unit offerings are currently available for this unit.

Incompatible

EDFD229 Professional Identity as Teacher in Early Learning Contexts

Learning 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.

Discuss and critically examine the complexity of t...

Learning Outcome 01

Discuss and critically examine the complexity of the social and cultural worlds of children, families and learning environments and consider the impact that these have on learning communities and learning outcomes for young learners; (APST 2.4, 3.6, 4.1; ACECQA E1, E3, D1, D2, D3, D4, D5)
Relevant Graduate Capabilities: GC4

Articulate the nature and importance of profession...

Learning Outcome 02

Articulate the nature and importance of professional advocacy in students' own role as early childhood teachers (APST 6.1, 6.2, 7.1, 7.2, 7.4; ACECQA F1, F4, E3)
Relevant Graduate Capabilities: GC1

Identify and reflect on the professional roles, re...

Learning Outcome 03

Identify and reflect on the professional roles, responsibilities, practices and leadership roles they play in the development and maintenance of a well-managed learning environment (APST 1.6, 3.6, 4.1, 4.3, 4.4, 6.1, 7.2; ACECQA C3, F1, F2, F3, F4, F5, E3)
Relevant Graduate Capabilities: GC4

Create a resource portfolio including a profession...

Learning Outcome 04

Create a resource portfolio including a professional learning plan against the APST to demonstrate communication skills that foster interaction within and beyond the learning environment and which are appropriate to shared reflection and collaboration with colleagues, family and community members and a range of other professionals (APST 2.4, 3.5, 3.7, 6.1, 6.2, 6.4, 7.3; ACECQA D1, D2, D3, D4, C3, F1)
Relevant Graduate Capabilities: GC11

Content

Topics will include:

  • Understanding society and communities: analysing society, families, learning environments and communities by considering diverse social and cultural contexts, and issues related to diversity and inclusion
  • Roles and responsibilities: Examining the roles and responsibilities of early childhood teachers in managing positive learning environments across various early learning contexts
  • Professional, advocacy, and leadership responsibilities: Exploring the professional, advocacy, and leadership roles within ECEC learning environments.
  • Social justice and inclusivity: Addressing issues of social justice and inclusivity within the contexts of diverse religious, cultural and social experiences of young children, their families and communities.
  • Communication, planning and organisational skills: Develop communication, planning and organisational skills and strategies to effectively work with children, professionals, colleagues, families and community members.
  • Professional practice and Development: Implementing professional practices, creating professional learning plans and managing resourcing.
  • Regulatory frameworks: Understanding the National Quality Framework and Australian Professional Standards for Teachers

Assessment strategy and rationale

This unit includes two assessment tasks which are designed to meet the unit learning outcomes and develop graduate attributes consistent with the University’s assessment requirements. Students are required to complete and submit both assessment tasks. Both assessment items scaffold the learning outcomes, theory, pedagogical and philosophical approaches to professional identity construction into resources. Reflective practice and critical analysis of the learning outcomes occur throughout the teaching and learning sequence and are utilised for the construction of assessment items. 

Minimum Achievement Standards

The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome.

In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.

Overview of assessments

Assessment Task 1: Professional Philosophy Devel...

Assessment Task 1: Professional Philosophy

Develop a centre philosophy statement and statement of reflective practice that takes into account key elements of this unit.

Weighting

50%

Learning Outcomes LO1, LO2, LO3
Graduate Capabilities GC1, GC4
Standards ACECQA -C3, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E1, ACECQA -E3, ACECQA -F1, ACECQA -F2, ACECQA -F3, ACECQA -F4, ACECQA -F5, APST(GA)1.6, APST(GA)2.4, APST(GA)3.6, APST(GA)4.1, APST(GA)4.3, APST(GA)4.4, APST(GA)6.1, APST(GA)6.2, APST(GA)7.1, APST(GA)7.2, APST(GA)7.4

Assessment Task 2: Professional Learning Plan and...

Assessment Task 2: Professional Learning Plan and Resource Portfolio

Develop a professional learning plan and portfolio of resources that will support you in your role as an early childhood teacher.

Provide a reflective statement to support the inclusion and potential use of each element of the portfolio.

Weighting

50%

Learning Outcomes LO1, LO2, LO3, LO4
Graduate Capabilities GC1, GC4, GC11
Standards ACECQA -C3, ACECQA -D1, ACECQA -D2, ACECQA -D3, ACECQA -D4, ACECQA -D5, ACECQA -E1, ACECQA -E3, ACECQA -F1, ACECQA -F2, ACECQA -F3, ACECQA -F4, ACECQA -F5, APST(GA)1.6, APST(GA)2.4, APST(GA)3.5, APST(GA)3.6, APST(GA)3.7, APST(GA)4.1, APST(GA)4.3, APST(GA)4.4, APST(GA)6.1, APST(GA)6.2, APST(GA)6.4, APST(GA)7.1, APST(GA)7.2, APST(GA)7.3, APST(GA)7.4

Learning and teaching strategy and rationale

This is a 10-credit point unit. Students should anticipate undertaking 150 hours of study in total across the semester for this unit. This may involve a combination of face-to-face, online and multi-mode delivery, on a weekly basis across a semester or in intensive mode. Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and/or group discussions, both synchronous and asynchronous, self-directed study activities and assessment tasks. These activities are intended to support pre-service teacher engagement with content and provide opportunities to build knowledge and understanding with peers. Some participation in appropriate educational settings may be required. The unit delivery will consist of a digital core with the expectation of students working with these materials for a minimum of two hours or equivalent each week.

To achieve a passing standard in this unit, a range of assessment procedures will be used to meet the unit learning outcomes and develop graduate attributes consistent with the university’s assessment requirements. Such procedures may include, but are not limited to, reading, reflection, discussion, webinars, podcasts, videos etc.

ACECQA Curriculum Specifications

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Children's Education and Care Quality Authority (ACECQA) standards:

  • Relating to

    Guiding behaviour/engaging young learners

    Relevant Learning OutcomeLO3, LO4

  • Relating to

    Developing family and community partnerships

    Relevant Learning OutcomeLO1, LO4

  • Relating to

    Multicultural education

    Relevant Learning OutcomeLO1, LO4

  • Relating toAboriginal and Torres Strait Islander perspectives

    Relevant Learning OutcomeLO1, LO4

  • Relating to

    Socially inclusive practice

    Relevant Learning OutcomeLO1, LO4

  • Relating to

    Culture, diversity and inclusion

    Relevant Learning OutcomeLO1

  • Relating to

    Historical and comparative perspectives

    Relevant Learning OutcomeLO1

  • Relating to

    Ethics and professional practice

    Relevant Learning OutcomeLO1, LO2, LO3

  • Relating to

    Educational leadership

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating to

    Management and administration

    Relevant Learning OutcomeLO3

  • Relating to

    Professional identity and development

    Relevant Learning OutcomeLO3

  • Relating to

    Advocacy

    Relevant Learning OutcomeLO2, LO3

  • Relating to

    Research

    Relevant Learning OutcomeLO3

Australian Professional Standards for Teachers - Graduate Level

In connection to the learning outcomes, on successful completion of this unit, pre-service teachers should have developed the following industry specific knowledge based on the Australian Professional Standards for Teachers - Graduate Level standards:

  • Relating toDemonstrate broad knowledge and understanding of legislative requirements and teaching strategies that support participation and learning of students with disability.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate broad knowledge of, understanding of, and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

    Relevant Learning OutcomeLO1, LO4

  • Relating toDemonstrate a range of verbal and non-verbal communication strategies to support student engagement.

    Relevant Learning OutcomeLO4

  • Relating toDemonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

    Relevant Learning OutcomeLO1, LO3

  • Relating toDescribe a broad range of strategies for involving parents/carers in the educative process.

    Relevant Learning OutcomeLO4

  • Relating toIdentify strategies to support inclusive student participation and engagement in classroom activities.

    Relevant Learning OutcomeLO1, LO3

  • Relating toDemonstrate knowledge of practical approaches to manage challenging behaviour.

    Relevant Learning OutcomeLO3

  • Relating toDescribe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

    Relevant Learning OutcomeLO3

  • Relating toDemonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs.

    Relevant Learning OutcomeLO2, LO3, LO4

  • Relating toUnderstand the relevant and appropriate sources of professional learning for teachers.

    Relevant Learning OutcomeLO1, LO2, LO4

  • Relating toDemonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.

    Relevant Learning OutcomeLO4

  • Relating toUnderstand and apply the key principles described in codes of ethics and conduct for the teaching profession.

    Relevant Learning OutcomeLO2

  • Relating toUnderstand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

    Relevant Learning OutcomeLO2, LO3

  • Relating toUnderstand strategies for working effectively, sensitively and confidentially with parents/carers.

    Relevant Learning OutcomeLO4

  • Relating toUnderstand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.

    Relevant Learning OutcomeLO2

Representative texts and references

Representative texts and references

Arndt, S., Smith, K., Urban, M., Ellegaard, T., Blue Swadener, B., & Murray, C. (2021). Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions. Policy Futures in Education, 19(4), 406–423. https://doi.org/10.1177/1478210320976015

Clark, A. (2023). Slow knowledge and the unhurried child: Time for slow pedagogies in early childhood education. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013329879202352

Cologon, K., & Mevawalla, Z. (2023). Inclusive education in the early years: Right from the start (2nd ed.). Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013402189802352

Eaude, T. (2020). Identity, culture and belonging: Educating young children for a changing world.  Bloomsbury https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013227349802352

Ewing, R., & Kervin, L.(2023). Teaching: Dilemmas, challenges and opportunities (7th ed.). Cengage Learning Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013428548002352

Feeney, S., Moravcik, E., Nolte, S. (2022). Who am I in the lives of children?: An introduction to early childhood education (12th ed.). Boston: Pearson. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013349848902352

Grace, R., .Bowes, J., & Woodrow, , C. (Eds) (2022). Children, families and communities (6th ed.).  Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013399942502352 

McArdle, F., Gibson, M., & Zollo, L. (2020). Being an early childhood educator: Bringing theory and practice together.  Routledge, Taylor & Francis Group https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013330349902352

Olsen, A. K. V., Kjær, I. G. H., & Spieler, K. S. (2024). Predictors of professional identity among early childhood teacher students. Education Sciences, 14(6), 589-. https://doi.org/10.3390/educsci14060589

Schmit, C. (2020). Advocacy for early childhood educators: Speaking up for your students, your colleagues, and yourself. Routledge. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013089767602352

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2024). Leadership: Contexts and complexities in early childhood education (3rd ed.). Oxford University Press. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/13lm7d8/alma991013343346302352

Whitton, D., Donna, M., & Wood, D. (Eds) (2021). Teaching: early childhood, primary, secondary. Cengage Learning Australia. https://acu.primo.exlibrisgroup.com/permalink/61ACU_INST/qpf7hm/alma991013189799002352

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