Professional Practice and Seminar (EC) 3

This subject has the following teaching availabilities in 2015:

170 hours

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 Disability Liaison website: http://www.services.unimelb.edu.au/disability

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 consolidates the Teacher Candidates’ pedagogical and professional knowledge, practice and engagement. This subject is the vehicle for practical experience in preschool settings as the Teacher Candidate achieves a ready-to-teach standard. This subject draws on contemporary educational theory and research to equip Teacher Candidates as they extend their range of effective teaching and learning strategies.

Teacher Candidates consolidate 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 Graduate Teacher Standards. Teacher Candidates consolidate their understanding of preschool settings as organizations that serve the wider community.

The Professional Practice Seminars, which are timetabled throughout the semester, are designed to support the Teacher Candidates’ ongoing learning about how theory informs practice as well as the importance of critical reflection for teaching and professional growth.

On completion of this subject, Teacher Candidates will have the knowledge and skills to equip them to:

• Demonstrate knowledge of the characteristics of learners aged from three to five years;
• Collect evidence of children’ s learning, and analyse this evidence to purposefully plan, implement and assess learning experiences to meet the needs of individuals and groups of children;
• Develop skills and strategies to ensure the emotional, organizational and instructional support of individual children across a range of settings;
• Understand how principles of teaching and learning can be adapted to meet the needs of individual learners;
• Synthesize theoretical and practical understandings of teaching in preschool settings;
• Use critical reflection and discussion to evaluate and reflect on practice;
• Demonstrate the ability to manage the entire role of the preschool teacher, including classroom organization and administration matters;
• Communicate effectively with children, families and other professionals, and demonstrate a high standard of professionalism.

There are three components of the assessment. Teacher Candidates must pass all three components to pass the subject.

• Satisfactory completion of 25 days in a pre-school setting (three to five placement). Constitutes 70% of the final grade for the subject.
• Satisfactory completion of a Clinical Praxis Examination. Constitutes 30% of the final grade for the subject.

There are 3 hurdle requirements:

• Attendance of 25 days of professional practice with children aged three to five years.
• Attendance at all scheduled Professional Practice network seminars.
• Submission of all weekly Professional Practice reflections throughout the semester.

100% attendance is mandatory in all practicum subjects.

MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children. Choices for theory and practice (3rd ed.). Pearson Education: Australia.



Belonging, Being & Becoming The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2009.

Department of Education and Early Childhood Development (DEECD). (2009). Victorian Early Years Learning and Development Framework. Melbourne, Australia: Early Childhood Strategy Division.

Bentzen, W. R. (2009). Seeing young children (6th ed.). Belmont, CA: Delmar Cengage Learning.

This subject is not available as a breadth subject.

On completion of this subject, Teacher Candidates will be able to:

• Apply professional criteria to their own teaching and professional activity
• Synthesise their theoretical and practical understandings of teaching in early childhood contexts
• Appreciate and understand the significance of developing their professional practice based on research evidence;
• Demonstrate the professional requirements of being a teacher;
• Articulate a personal philosophy of education and how it forms the platform for the design, implementation and assessment of an effective teaching and learning program for three to five year old children.
• Promote the profession of teaching in the wider community.