Learners, Teachers and Pedagogy (Sec) (EDUC90405)

Intended learning outcomes

On completion of this subject students will be able to:

The subject covers a range of the National Professional Standards for Teachers (for Graduate Teachers). In particular, the subject will contribute to students attaining the following standards:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.5 Use effective classroom communication

4.1 Support student participation

5.2 Provide feedback to students on their learning

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

• Articulate how learning occurs and the key roles of processes such as cognition, meta-cognition, motivation, self-regulation and social influences on knowledge enhancement, learning and self-efficacy.
• Describe developmental trends in knowledge and skill acquisition from a range of relevant perspectives;
• Explicate links between teaching, learning, curriculum and pedagogy in the secondary school context;
• Describe key characteristics of learning environments that engage students emotionally, socially, physically, culturally and cognitively;
• Describe key characteristics of curriculum and pedagogy that are developmentally and that are contextually relevant and build on diverse backgrounds and experiences of students;
• Evaluate and critique teaching practice and curriculum implementation through the lens of theoretically informed, evidence based research;
• Reflect critically on their own learning and teaching and identify implications for their own professional growth.

Generic skills

On completion of this subject, students will have the knowledge, skills and understanding to enable them to:

• Discuss the intellectual, social, cultural and psychological aspects of their work as teachers and synthesise theory and practice;
• Make recommendations for improving the quality and characteristics of student learning including stimulating and sustaining motivation and self-regulation;
• Design and implement learning experiences that create a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding;
• Participate actively and positively in a learning community;
• Evaluate and use constructive criticism of their work and the work of colleagues.