Social and Professional Contexts (TFA) 2

Subject EDUC90584 (2010)

Note: This is an archived Handbook entry from 2010.

Credit Points: 6.25
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2010:

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


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 18 hours
Total Time Commitment: 60 hours
Prerequisites: You must have taken the following subjects prior to enrolling in this subject
Subject
Study Period Commencement:
Credit Points:
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: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Coordinator

Mr John Murnane

Contact

Education Student Centre
Subject Overview: Building on the work done in Social and Professional Contexts 1, associates will consider system and school-level responses to students’ needs in a context of equity , inclusion and social justice, with a focus on the role of policy in guiding teacher practice, curriculum design and professional relationships. They will investigate the process of change in schools, with a particular focus on creating the conditions for improvement in student outcomes.
Objectives: On completion of this subject, associates will be able to:
  • Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice;
  • Develop a critical analysis of the wider social and global context of education systems, schools and classrooms;
  • Demonstrate knowledge of key debates and theories concerning equity, social differences, and human rights and their relevance to educational practice and policy.
  • Demonstrate an understanding of the factors that lead to improvement in students’ educational outcomes.
Assessment: Ongoing contribution to forum discussions (500 words: 25 per cent); 1500 word essay, due in the examination period (75 per cent)

Prescribed Texts: None
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, associates will have the knowledge, skills and understanding to enable them to;
  • Respond professionally to school-wide, community and system expectations;
  • Understand the processes of social change in the context of equity and social justice;
  • Engage actively with current research to strengthen and refine their professional understanding and practice.

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