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 2, - Taught on campus.
Parkville, On Campus
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment: 125 hours total 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
CoordinatorGlenda MacNaughton/Margaret Coady
|Subject Overview:|| |
Teacher candidates engage with research-based multi-media case studies of the diverse roles and contexts of the early childhood professional using critical discourse analysis. The case studies focus on the effects of the systemic dimensions of the profession (e.g. regulations, governance, code of ethics, rights of the child, sources of funding, marketing and policy development) for professional discourses, practices and possibilities. International selection of the case studies highlight different approaches to the governance of early childhood services, expose students to contemporary policy debates, and support them as global citizens to evaluate how best to take an ethical and socially just professional stance on those debated within their own local context. The principles of critical discourse analysis are applied to extend on and deepen key dimensions of being critically reflective professionals.
To gain skills in working within a community of practice and researching, analysing and taking a stance within professional debates, students work in small case teams to develop a research-based advocacy case study that examines a contemporary debate (e.g. the effects of increasing corporatism, regulation and professionalism on teacher autonomy) and how it is shaping professional discourses, possibilities, constraints and dilemmas.
|Assessment:||There are 2 assessment tasks: Analysis of a professional case study (equivalent to 2000 words) due mid semester (50%) Presentation and report (equivalent to 2000 words) due end of semester (50%)|
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Generic Skills:|| |
On completion of this subject teacher candidates will be able to:
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Early Childhood) |
Master of Teaching (Early Childhood)
Master of Teaching (Early Years)
Master of Teaching (Early Years)
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