Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:February, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 hours |
Total Time Commitment:
Admission to the Master of Teaching (Primary)
Study Period Commencement:
Semester 1, Semester 2
|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 Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, 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 Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorDr Natasha Ziebell
This subject will provide a general conceptual framework for understanding learning, teaching, assessment and curriculum in primary school. It will analyse the knowledge enhancement process from a range of evidence-based, theoretical and socio-cultural perspectives. Developmental trends in knowledge acquisition and the processes that facilitate it will be identified and evaluated. These include brain development, cognitive transformation, self-regulation, motivation, and knowledge storage and retrieval.
Pedagogical approaches and conceptualisations of curriculum for fostering knowledge enhancement and effective learning will be developed. The strategic role of the teacher in optimising student learning and managing the classroom climate and building relationships will be investigated. This will include strategies and various approaches for activating and assessing learning in ways that are developmentally and contextually relevant and that build on the diverse backgrounds and experiences of students and the learning community.
There will be strong emphasis on links with primary schools and critical reflection as a paradigm for teacher self-evaluation and professional learning.
On completion of this subject teacher candidates will be able to:
There are 2 assessment tasks:
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
|Prescribed Texts:|| |
Woolfolk, A., & Margetts, K. (2016). Educational Psychology (4thed.). Melbourne: Pearson.
|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:||https://handbook.unimelb.edu.au/view/current/MC-TEACHPR|
Master of Teaching (Primary) |
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