Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|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.
Teacher Candidates must meet the minimum academic study requirements for teaching in specialist areas, in accordance with the Victorian Institute of Teaching's Specialist Area Guidelines, for entry into this subject.
|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
Call: 13 MELB (13 6352)
This subject explores teaching and learning of psychology in secondary schools. It develops teacher candidates’ understanding of the place of this learning area in a range of curricula, within Victoria and Australia and internationally. These include VCE, IB and a range of other Senior courses (SACE, WACE, AP, A level) and general science courses. It highlights curriculum issues, contextual influences and implications for teaching and learning of psychology.
The subject encourages teacher candidates to critically reflect on a variety of theoretical frameworks and practices used within psychology; and explore important issues, such as the increasing concerns about ethical issues in the conduct of psychological research. There will be a strong emphasis on connections with school experience and core subjects. By considering the principles and research of learning and teaching that underpin effective classrooms, links between assessment and curriculum and purposeful planning are examined and connected to evidence-based decision making. Teacher candidates work collaboratively to build understanding of the psychology teachers’ role to individualise and optimise student learning in a supportive classroom community.
On completion of this subject teacher candidates will be able to:
The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:
1.2 Understand how students learn
There are three assessment tasks:
Hurdle requirement: Students are required to complete four discussion board postings set over the duration of the course. The postings extend on the topics and issues discussed in tutorials and link to the school experience. They require students to personally and critically reflect on the topics in terms of teaching and learning of psychology. The hurdle task encourages a collaborative network as they provide an excellent opportunity for students to build their professional knowledge, share and critically reflect on their perspectives and teaching and learning experiences in a supportive environment. Each post will be approximately 250 words and should be completed within the set time. Postings are due weeks 2, 5, 7 and 10.
|Prescribed Texts:|| |
VCAA, Psychology VCE Study Design. 2012 (available online)
|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:||www.education.unimelb.edu.au|
Master of Teaching (Secondary) |
Master of Teaching (Secondary)
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