Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:July, Parkville - Taught on campus.
During the pre-teaching period students will be expected to read and reflect on the profession they wish to join after graduating.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 |
Total Time Commitment:
|Recommended Background Knowledge:||None|
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorDr Mary Leahy, Prof John Polesel
This subject will explore meta-frameworks for learning in all professions by distinguishing between different forms of knowledge, the relationships these have to practice across a broad array of fields, and the implications this has for learning. The focus is on the structures of knowledge and the way knowledge is produced in professions generally, rather than the content of knowledge in specific professions. It asks students to consider whether learning in academic disciplines and professions is the same, or whether differences in the structures of knowledge and the nature of practice require different approaches to learning. It distinguishes between professions that have emerged in the last 50 years and those that have an older lineage and queries whether they are different, and if so, how they are different. The subject will consider debates about the relationship between theory and practice in the development of expertise in work by comparing and contrasting those that emphasise process and experiential accounts of learning with those that emphasise the intrinsic role knowledge plays in the development of expertise. The implications for debates about professional education will be considered and students will be asked to contemplate the significance of these debates for their own future career development.
On completion of this subject, students should be able to:
There are two assessment tasks:
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
|Prescribed Texts:|| |
Readings will be posted on the LMS
|Breadth Options:|| |
This subject potentially can be taken as a breadth subject component for the following courses:
You should visit learn more about breadth subjects and read the breadth requirements for your degree, and should discuss your choice with your student adviser, before deciding on your subjects.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
This subject should enable students to:
|Links to further information:||http://education.unimelb.edu.au/study_with_us/breadth/knowledge_and_learning#knowing|
Knowledge and Learning |
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