Professional Practice and Seminar Prim 2

Subject EDUC90369 (2011)

Note: This is an archived Handbook entry from 2011.

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

This subject has the following teaching availabilities in 2011:

Summer Term, 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: 1 Practicum Preparation day on campus and 30 days of professional practice in a primary school including 8 hours of school-based seminar
Total Time Commitment: 100 per cent attendance is mandatory
Prerequisites:

A current Working With Children Check (WWCC).

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:

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the HDisability Liaison Unit websiteH: Hhttp://www.services.unimelb.edu.au/disability/H

Coordinator

Ms Melody Anderson

Contact

Education Student Centre
Subject Overview: This subject further deepens Teacher Candidates’ developing understandings of professional knowledge, professional practice and professional engagement in the primary school. The focus of this placement is on assessment of individual students and how to track student learning more closely. Teacher Candidates continue to be mentored by experienced teachers who, together with Clinical Specialists from the university, monitor and support their work in the school. The professional practice seminars are designed to support Teacher Candidates’ ongoing learning about students and their learning needs and include presentations and analysis of student learning characteristics and in-depth reflection on theory and research and implications for practising for teachers
Objectives:

On completion of this subject Teacher Candidates should be able to:

  • Know how to identify the prior knowledge, learning strengths and weaknesses of students and factors that impact on learning;
  • Make adjustments to instruction and program design to more closely meet the needs of individual students;
  • Expand their knowledge of theoretical and practical understandings of assessment and its role in informing teaching;
  • Know how to report on student learning to other professionals, to parents and provide effective feedback to 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 placement;
  • 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 the role of assessment 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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