Note: This is an archived Handbook entry from 2013.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2013:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 25 days of professional practice in a pre-school setting. 4x2-hr practicum seminars during the semester. |
Total Time Commitment:
100% attendance is mandatory in all practicum subjects.
Study Period Commencement:
Not offered in 2013
|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 the preschool school setting where the placement supports the Teacher Candidates move from co-teaching to independent teaching. This subject uses theoretical driven and empirically informed tools (eg. CLASS, 3A) to build a range of effective teaching and learning strategies.
Throughout the placement Teacher Candidates continue to develop their capacity to design, implement and assess learning programs, for three to five year old children based on their observations, children’s identified interests and the National Quality Framework and Standards including national and state curriculum requirements. These programs will focus on the teaching and learning of language and literacy, mathematics and science, IT and the creative arts.
Teacher Candidates take increased responsibility for managing and maintaining all aspects of the indoor and outdoor learning program. They also take increased responsibility for working positively with children with additional needs and capacities and parents, with the placement culminating in evidence of ‘ready to teach’ behaviours.
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 components of the assessment. Teacher Candidates must pass both components to pass the subject.
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.(2008)
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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