Note: This is an archived Handbook entry from 2015.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2015:November, Parkville - Taught on campus.
Semester 1, Parkville - Taught on campus.
Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 3 preparation days on campus and 22 days of professional practice in a primary school including 6 hours of school-based seminar |
Total Time Commitment:
Admission to the Master of Teaching (Primary)
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 Overview, Learning Outcomes and Assessment Requirements of this entry.
CoordinatorDr Rannah Hetherington
Call: 13 MELB (13 6352)
The professional practice and seminar program provides an integrated focus on all subjects taught in the semester and addresses Teacher Candidates’ developing understandings of professional knowledge, professional practice and professional engagement in the primary school context. The school placement focuses on developing an understanding of student characteristics, principles of learning and teaching, classroom management and school organisation in typical primary school settings. Candidates begin to analyse teaching and learning to identify lesson formats that make productive classrooms and pedagogies that are effective for individual students. Candidates are mentored by experienced primary teachers in collaboration with Clinical Specialists who are engaged in the on-campus teaching program. The professional practice seminars support Candidates’ learning about how theory informs practice, providing opportunities for examination of theoretical frameworks and associated practical tasks assigned during the placement. Seminars include class presentations, analysis of assessment tasks and in-depth reflection on theory and practice for teaching in primary classrooms. Candidates will provide evidence of their development as an interventionist primary classroom practitioner during the Clinical Praxis Examination.
Note: Candidates who are not familiar with contemporary Australian school contexts are advised to undertake a program of workshops (12-18 hours in total) available as an alternate pathway for this subject and known as ‘Contemporary Australian Schooling’. These workshops will parallel Candidates’ introduction to the Australian classroom environment and the Victorian primary school curriculum. Candidates will develop knowledge of typical school structures, policies and procedures as well as skills for personal professional interaction between students, mentors and peers. Candidates undertaking this program will be expected to attend their placement schools on all prescribed days and attend all professional practice seminars. There is a reduced requirement for independent, whole class teaching for the duration of the workshop program.
On completion of this subject Teacher Candidates should be able to:
There are 2 assessment tasks, both assessment tasks must be passed:
There are 3 hurdle requirements:
|Prescribed Texts:|| |
Churchill et al. (2011) Teaching: Making a Difference. Milton, Wiley
|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:||http://education.unimelb.edu.au/study_with_us/become_a_teacher/primary|
Master of Teaching (Primary) |
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