Note: This is an archived Handbook entry from 2008.Search for this in the current handbook
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2008:Semester 1, - Taught on campus.
Parkville, On Campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 28 days of professional practice in a primary school including 8 hours seminar at the school |
Total Time Commitment: 28 days of professional practice
|Corequisites:||460-501 Learners, Teachers & Pedagogy|
|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
|Subject Overview:||The professional practice and seminar program provides an integrated focus on all subjects taught in the semester and addresses teacher candidates’ developing understandings of professional knowledge, professional practice and professional engagement. The school placement focuses on developing an understanding of school organisation, management of classrooms, principles of learning and teaching and student characteristics. Teacher candidates begin to analyse teaching to identify characteristics of lessons that make productive classrooms and which characteristics of learning and teaching are effective for individual students. Teacher candidates are mentored by experienced teachers in collaboration with clinical tutors who are engaged in the on-campus teaching program. The professional practice seminars support teacher candidates’ ongoing learning about how theory informs practice and provide opportunities for them to examine theoretical frameworks and associated practical tasks that have been assigned during the placement. Seminars include class presentations, analysis of assessment tasks and in-depth reflection on theory and practice for teaching in primary classrooms.|
There is 1 assessment task: satisfactory teaching performance in the 10-day block placement of (100%).
There are 3 hurdle requirements: attendance on all days of placement; attendance at all practicum seminar sessions; evidence of a portfolio of practice.
|Prescribed Texts:||Collection of readings.|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject teacher candidates should be able to: apply professional criteria to their own teaching and professional activity; demonstrate knowledge of the characteristics of learners; understand how principles of learning and teaching are able to be adapted to meet the needs of individual students; synthesise their theoretical and practical understandings of teaching in primary classrooms; use constructive criticism and discussion to evaluate and reflect on values and practices in relation to professional practice; communicate effectively with other professionals, parents and children.
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to: be skilled communicators who can effectively articulate and justify their professional practice in teaching; be flexible and able to adapt to change through knowing how to learn; understand the significance of developing their practice on the basis of research evidence; work in teams with skills in cooperation, communication and negotiation; be independent of mind, responsible, resilient, self-regulating; have a conscious personal and social values base that is evident in their teaching.
Master of Teaching (Primary) |
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