Note: This is an archived Handbook entry from 2014.
|Dates & Locations:|| |
This subject is not offered in 2014.
|Time Commitment:||Contact Hours: 25 days of professional practice (15 days in a pre-school, ten days in a primary school). 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 Overview, Objectives, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and the Disability Liaison Unit: http://www.services.unimelb.edu.au/disability/
Education Student Centre
234 Queensberry Street
Call: 13 MELB (13 6352)
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. This subject is the vehicle for practical experience in preschool and primary school settings where placements support developing understanding of the organisation of the field, child characteristics, and principles of teaching and learning. This subject uses theoretical driven and empirically informed tools (eg. CLASS) to build a range of effective teaching and learning strategies.
Teacher Candidates 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 based on their observations, children’s identified interests, the National Quality Framework and Standards. Teacher Candidates also acquire an understanding of the preschool setting and primary school as organizations that serve the wider community.
The Professional Practice Seminars support the Teacher Candidates ongoing learning about how theory informs practice and the importance of critical reflection on 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 3 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
Pianta,R. C., La Paro, K. M., & Harme, B. K. (2011). K-3 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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