Note: This is an archived Handbook entry from 2013.
|Dates & Locations:|| |
This subject is not offered in 2013.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
125 hours total commitment.
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.
Study Period Commencement:
|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
Education Student Centre
234 Queensberry Street
Phone: +61 3 8344 8285
This subject will provide a general conceptual framework for understanding learning, teaching, assessment and curriculum in primary school. It will analyse the knowledge enhancement process from a range of evidence-based, theoretical and socio-cultural perspectives. Developmental trends in knowledge acquisition and the processes that facilitate it will be identified and evaluated. These include brain development, cognitive transformation, self-regulation, motivation, and knowledge storage and retrieval.
Pedagogical approaches and conceptualisations of curriculum for fostering knowledge enhancement and effective learning will be developed. The strategic role of the teacher in optimising student learning and managing the classroom climate and building relationships will be investigated. This will include strategies and various approaches for activating and assessing learning in ways that are developmentally and contextually relevant and that build on the diverse backgrounds and experiences of students and the learning community.
There will be strong emphasis on links with primary schools and critical reflection as a paradigm for teacher self-evaluation and professional learning.
On completion of this subject teacher candidates will be able to:
There are 2 assessment tasks:
|Prescribed Texts:|| |
Woolfolk, A. & Margetts, K. (2013) Educational Psychology. (3 rd edition). Pearson Australia: Frenchs Forest.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
|Links to further information:||https://handbook.unimelb.edu.au/view/current/MC-TEACHPR|
Master of Teaching (Primary) |
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