Teaching Documents
In this unit, students will be given the opportunity to examine who they are, why they have chosen to be a teacher and what attributes and experiences they bring to the profession of teaching. They will begin to understand the roles and responsibilities of teachers, schools and other learning communities past, present and future. This unit provides an opportunity for students to examine themselves as future professionals and introduces them to the importance of reflection and the synergy between theory and practice. In addition, they will critique historical constructs relating to schools and other learning communities both nationally and internationally.
Unit objectives
Upon successful completion of this unit, students should be able to:
1. Examine the assumptions about the profession they bring to their pre-service teacher education experience;
2. Describe the roles of teachers, schools and other learning communities past, present and future;
3. Articulate their own beliefs, values and dispositions relating to the profession;
4. Begin to understand their ethical responsibilities as future professionals;
5. Understand the importance of and develop the ability to become reflective; and
6. Develop a language to respond critically to academic literature relating to the profession.
Like (1)This unit is made up of two modules: Approaches to Teaching for Diversity and Difference, and The Teacher as a
Member of the School Community. Module One is designed to provide students with the opportunity to examine their own and others' experiences as a basis for their understanding of teaching for diversity and difference.
ModuleTwo is designed to provide students with the knowledge and skills related to whole classroom planning and fostering collaborative partnerships with colleagues, parents and the wider community. Fieldwork of between 15
and 20 days.
Unit objectives
Upon successful completion of Modules 1 & 2, students will have a critical awareness of how their own experiences shape their perspective of learning and teaching;
develop an understanding of key philosophical, sociological and psychological influences on current and anticipated trends in educational practice;
have demonstrated an understanding of effective teaching practices to meet learners' individual needs; further develop
understanding of the nature of individual social, emotional, cultural and attitudinal differences and their effects on
learning; have an appreciation of the integrated relationship between theory, practice and reflection in learning and
teaching;
articulate their developing perspective on learning and teaching through a reflective journal; understand the importance of viewing the teaching, the teacher's role and classroom programs within the wider school community; be able to communicate effectively and work cooperatively with other school community members;
understand the valuable contribution parents and other community members make to children's learning;
appreciate the valuable contribution parents and other community members make to educational decision making.
This is a 6 point unit which is designed for students in the Graduate Diploma of Education and Bachelor of Education courses. This unit has been designed to provide the opportunity for students to explore and critique various theories relating to learning and teaching. Aspects of difference, diversity and engagement are highlighted and addressed through exploration of a range of theoretical perspectives and reflection on school responses viewed
through professional placement experiences.
Unit synopsis
This unit will consider the issues of how teachers can best recognize and engage with difference of learners 5 -12
years. A range of theories of development and learning and the implications for teaching practice in the primary school setting will be explored. The unit prepares pre-service teachers to critically reflect on their understanding and knowledge of learner development in the context of cultural knowledges as a basis for identifying and responding to group and individual difference and development in socially just ways.
Unit objectives
Upon successful completion of this unit, students should have acquired an understanding of learning theories and
frameworks within the context of recognition and engagement with student difference and diversity;
principles and strategies for effective learning and teaching with specific reference to child development, values, beliefs and group identity;
skills in planning and managing individual, small group and sequential learning sessions, including means of assessing and reporting what students learn.
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