Professional Practice and Seminar Prim 1

Subject EDUC90364 (2010)

Note: This is an archived Handbook entry from 2010.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2010:

Semester 1, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable

Parkville, On Campus

Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 3 days of Practicum Preparation on campus and 25 days of professional practice in a primary school including 8 hours of school-based seminar
Total Time Commitment: Not available
Prerequisites: A current Working With Children Check (WWCC).
Corequisites: You must take the following subject in the same study period

Subject
Study Period Commencement:
Credit Points:
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: 100 per cent attendance is mandatory

Coordinator

Ms Melody Anderson

Contact

Education Student Centre
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 Specialists 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.
Objectives:

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.
Assessment:

There are 2 assessment tasks:

  • Satisfactory Professional Practice (65 per cent)
  • Development of the Professional Portfolio (35 per cent)

Teacher Candidates must pass both components.

There are 3 hurdle requirements:

  • attendance on all days of practicum
  • attendance at all practicum seminar sessions;
  • submission of all Professional Portfolio Artifacts.
Prescribed Texts: Collection of readings.
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 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.
Related Course(s): Master of Teaching (Primary)

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