Professional Practice and Seminar (EC) 2

This subject has the following teaching availabilities in 2016:

170 hours

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.

The subject focuses on developing Teacher Candidates’ understanding of children aged from birth to two years, the organization of early years settings, principles of teaching and learning as they relate to this age group, and the role of the early childhood professional. 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 continue to 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 aged birth to two years based on their observations, children’s identified interests and developmental needs and the National Quality Framework and Graduate Teacher Standards.

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, skills and understanding to enable them to:

• Demonstrate knowledge of the characteristics of learners aged birth to three years;
• Collect evidence of children’ s learning, and analyse to purposefully plan and implement specific programs for individuals and groups of children, with emphasis placed on language and literacy, mathematics and science, IT and the creative arts;
• Develop skills and strategies to ensure the emotional, organisational and instructional support of individual children across a range of settings;
• Understand how the principles of teaching and learning can be adapted to meet the needs of individual learners;
• Synthesise their theoretical and practical understandings of teaching in childcare settings;
• Use critical reflection and discussion to evaluate and reflect on their own practice;
• Communicate effectively with children, families and other professionals, and demonstrate a high standard of professionalism.

• Satisfactory completion of 25 days in a birth to age two setting, end of semester (70%)
• Satisfactory completion of a Clinical Praxis Examination, after satisfactory completion of professional practice placement (30%)

Hurdle requirements:

• 100% attendance of Professional Practice Placement days and all scheduled network seminars.
• Submission of video-recorded examples of teaching practice as required (up to 20 mins in duration) recorded whilst on placement, and submission of all weekly Professional Practice reflections.


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.

Brookes Publishing online:

http://store.teachstone.com/mteach-core-student-package/ :

• Electronic Dimensions Guide x 4 (Infant, Toddler, Pre-K, K-3)
• Electronic access to the Teachstone Infant, Toddler, Pre-K and k-3 Video Libraries
• Kick off session recording for Toddler and Pre-K tools

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 professional practice based on research evidence;
• Synthesise theoretical and practical understandings of teaching and learning in the context of childcare;
• Plan, implement and assess indoor and outdoor learning experiences for individuals and groups of children, with emphasis placed on language and literacy, mathematics and science, IT and the creative arts;
• Use critical reflection and discussion to evaluate values and practices in relation to teaching and learning in the context of childcare;
• Be independent of mind, responsible, resilient and self-regulating;
• Understand the professional requirements of being a teacher;
• Articulate a reflective account of professional learning.