Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|Time Commitment:||Contact Hours: 36 days of Professional Practice and related tasks. |
Total Time Commitment:
1 preparation day on campus;
100% attendance is mandatory in all practicum subjects.
150 points of study in the Master of Teaching (Early Childhood)
A current Working With Children Check (WWCC).
You must take the following subjects in the same study period
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 websiteH: Hhttp://www.services.unimelb.edu.au/disability/H
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
The professional practice and seminar program provides an integrated focus for all subjects across the semester and addresses teacher candidates’ developing understandings of professional knowledge, professional practice and professional engagement in early years classrooms. The school placement focuses on teacher candidates’ demonstrated capacity to teach independently, addressing all curriculum domains and the learning needs of individual students. This subject uses theoretical driven and empirically informed tools (eg. CLASS, 3A) to build a range of effective teaching and learning strategies. Teacher candidates are mentored by experienced teachers in collaboration with Clinical Specialists who are engaged in the on-campus teaching program.
The professional practice seminars support teacher candidates’ ongoing learning about how theory informs practice. The seminars provide opportunities to examine theoretical frameworks and associated practical tasks assigned during the placement that assist candidates to identify and address the learning needs of students in early years classrooms. Seminars include class presentations, analysis of assessment tasks and in-depth reflection on theory and practice for teaching in the early years classroom. Teacher Candidates will provide evidence of their development as an interventionist classroom practitioner during the Clinical Praxis Examination.
On completion of this subject teacher candidates should be able to:
There are 2 assessment tasks (Teacher candidates must pass both components):
There are 3 hurdle requirements:
|Prescribed Texts:|| |
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2011). K-3 CLASS Dimensions Guide. Teachstone: Charlottesville.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, students will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Early Childhood) |
Master of Teaching (Early Years)
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