Note: This is an archived Handbook entry from 2011.
|Dates & Locations:|| |
This subject is not offered in 2011.
|Time Commitment:||Contact Hours: 8 day intensive; 18/2/09 - 27/02/09; 18 hours - 6 x 3hr workshops |
Total Time Commitment: 60 hours. 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.
|Corequisites:||As per handbook outline dependant upon enrollment in either accelerated or reduced mode of study|
|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
ContactEducation Student Centre
Teacher candidates engage with research-based studies of early childhood professionals in local programs and contexts. Using specific analytic frames, the candidates both review and devise studies of selected governance and program dimensions of the ECEC profession. This professional learning is designed to shape practices and provide evidence-based pedagogical models for working within a community of practice. Researching, analysing and taking a professional stance to Early Childhood program improvement is part of the learning of this subject. Key points are distilled for professional behaviour and leadership.
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
|Assessment:||Presentation and report (equivalent to 2000 words) due end of semester (100%)|
|Prescribed Texts:||City, E.A., Elmore, R.F., Fiarman, S.E. & Teitel, L. Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning, Harvard Education Press, Cambridge Massachusetts, (2009)|
|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: |
* Explore, contrast and critique Australian and International research related to early childhood policy and guidelines for quality teaching and learning.
* Develop in-depth knowledge about the leadership and administrative skills and the accountability requirements to work in a range of positions within a multi-disciplinary and culturally diverse early childhood field.
|Notes:||Replacing subject 460-530 in course structure|
Download PDF version.