Professional Practice and Seminar (EC) 1

This subject has the following teaching availabilities in 2015:

100% attendance is mandatory in all practicum subjects.

170 hours

Admission to the Master of Teaching (Early Childhood) or Master of Teaching (Early Years)

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 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 organization of the field, child characteristics, and principles of teaching and learning. This subject draws on contemporary educational theory and research to equip Teacher Candidates as they 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 Graduate Teacher Standards. Teacher Candidates acquire an understanding of preschool settings and primary schools 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 enable them to:

• Demonstrate knowledge of the characteristics of learners aged three to eight years;
• Collect evidence of children’ s learning, and analyze 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 early childhood settings and primary school classrooms;
• Use critical reflection and discussion to evaluate and reflect on practice;
• 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 15 days in a pre-school setting (three to five placement). Constitutes 50% of the final grade for the subject.
• Satisfactory completion of 10 days in a primary school setting. Constitutes 20% 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 4 hurdle requirements:

• Attendance of 15 days of professional practice with children aged three to five years in a preschool.
• Attendance of 10 days of professional practice with children aged five to eight years in a primary school.
• 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.

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.

This subject is not available as a breadth subject.

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

• Communicate effectively with children, parents and colleagues;
• Appreciate and understand the significance of developing their professional practice based on research evidence;
• Be independent of mind, responsible, resilient and self-regulating;
• Understand the professional requirements of being a teacher;
• Articulate a reflective account of professional learning.