Note: This is an archived Handbook entry from 2013.
|Dates & Locations:|| |
This subject is not offered in 2013.
|Time Commitment:||Contact Hours: 25 days of professional practice in a childcare setting. 4x2-hr practicum seminars during the semester. |
Total Time Commitment:
100% attendance is mandatory in all practicum subjects.
|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.
Education Student Centre
234 Queensberry Street
Phone: +61 3 8344 8285
The Professional Practice and Seminar Program focuses Teacher Candidates on the nexus that exists between the theory and practice of teaching. It offers an integrated approach that draws together the content introduced in academic subjects offered throughout the semester and addresses the Teacher Candidates developing understandings of pedagogical and professional knowledge, practice and engagement. The subject is the vehicle for practical experience in childcare settings. The placement focuses on developing Teacher Candidates’ understandings of children aged birth to three years, the organisation of childcare settings, and principles of teaching and learning and the role of the early childhood professional within them. This subject uses theoretical driven and empirically informed tools (eg. CLASS, 3A) to build a range of effective teaching and learning strategies.
Teacher Candidates continue to develop their capacity to observe children with an understanding of their stage of development and individual learning needs. They take graduated responsibility for the planning, implementation and assessment of learning experiences for children aged birth to three years based on their observations, children’s identified interests and developmental needs and the National Quality Framework and Standards including national and state curriculum requirements.
The Professional Practice Seminars support Teacher Candidates ongoing learning about how theory informs practice and the importance of critical reflection on their teaching and professional growth.
On completion of this subject, Teacher Candidates will have the knowledge, skills and understanding to enable them to:
There are 2 hurdle requirements:
MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children Choices for theory and practice (3rd ed.). Pearson Education: Aust.
Pianta,R. C., La Paro, K. M., & Harme, B. K. (2011). Pre K CLASS Dimensions Guide. Teachstone: Charlottesville
Bentzen, W. R. (2009). Seeing young children (6th ed.). Belmont, CA: Delmar Cengage Learning
|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 be able to:
|Links to further information:||https://handbook.unimelb.edu.au/view/current/MC-TEACHEC|
Master of Teaching (Early Childhood) |
Master of Teaching (Early Years)
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