Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:July, Parkville - Taught on campus.
November, Parkville - Taught on campus.
Semester 1, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: 36 days of Professional Practice and related tasks. |
Total Time Commitment:
1 preparation day on campus;
100% attendance is mandatory in all practicum subjects.
150 points of study in the Master of Teaching (Early Childhood)
A current Working With Children Check (WWCC).
You must take the following subjects in the same study period
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 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 Rannah Hetherington, Ms Janice Deans
The professional practice and seminar program provides an integrated focus for all subjects across the semester and addresses teacher candidates’ developing understandings of professional knowledge, professional practice and professional engagement in early years classrooms. The school placement focuses on teacher candidates’ demonstrated capacity to teach independently, addressing all curriculum domains and the learning needs of individual students. This subject uses theoretical driven and empirically informed tools (eg. CLASS, 3A) to build a range of effective teaching and learning strategies. Teacher candidates are mentored by experienced teachers in collaboration with Clinical Specialists who are engaged in the on-campus teaching program.
The professional practice seminars support teacher candidates’ ongoing learning about how theory informs practice. The seminars provide opportunities to examine theoretical frameworks and associated practical tasks assigned during the placement that assist candidates to identify and address the learning needs of students in early years classrooms. Seminars include class presentations, analysis of assessment tasks and in-depth reflection on theory and practice for teaching in the early years classroom. Teacher Candidates will provide evidence of their development as an interventionist classroom practitioner during the Clinical Praxis Examination.
On completion of this subject teacher candidates should be able to:
There are 2 assessment tasks (Teacher candidates must pass both components):
There are 3 hurdle requirements:
|Prescribed Texts:|| |
Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2011). K-3 CLASS Dimensions Guide. Teachstone: Charlottesville.
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject, students will have the knowledge, skills and understanding to enable them to:
Master of Teaching (Early Childhood) |
Master of Teaching (Early Years)
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