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Social and Professional Contexts (Sec) (EDUC90406)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Overview
Availability | February |
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Fees | Look up fees |
This subject assists teacher candidates to understand their professional role in and beyond the classroom, as well as the changing social and professional contexts in which teachers’ work. It will also examine the social and cultural factors that have an impact on student learning and educational outcomes. The importance of building strong and empathic student-teacher relationships will be explored.
Key themes of equity, diversity, inclusion, wellbeing and social justice are addressed. These are examined in the light of system and school-level responses, with a focus on the role of policy in guiding teacher practice, curriculum design and professional relationships.
Intended learning outcomes
On completion of this subject, teacher candidates 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
1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation
4.1 Support student participation
6.3 Engage with colleagues and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
- Gain knowledge of key debates and theories concerning equity, social differences, and human rights and their relevance to educational practice and policy;
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion, diversity, wellbeing and social justice;
- Develop a confidence in the clinical praxis model of teaching involving critical reflection and pedagogical choice;
- Make explicit links between theory and practice to inform their interventionist teaching practice;
- Create and maintain a safe and inclusive learning environment, understanding the link between wellbeing and improved learning;
- Gain knowledge of the importance of knowing the unique backgrounds of their students, including diverse cultural, religious, linguistic and socio-economic and characteristics;
- Embrace the opportunity to work as part of a team and work collaboratively with colleagues; and
- Understand the importance of the links between home, school and community and know how to engage collaboratively and respectfully in these communities.
Generic skills
On completion of this subject, teacher candidates will have the knowledge, skills and understanding to enable them to:
- Critically reflect on their practice and professional role within a clinical praxis model;
- Demonstrate how they will create and maintain an inclusive classroom;
- Articulate the value of equity, participation and democracy in learning and teaching;
- Respond professionally to school-wide, community and system expectations;
- Work cooperatively and collaboratively in professional teams;
- Commit to an ongoing pursuit of learning and actively engage with current research;
- Understand secondary education as part of a spectrum of learning and development, linked to primary schooling and to post-schooling outcomes of further study and/or employment; and
- Be a self-reflective teacher who can work constructively and innovatively through relationships with parents, colleagues and the community across a range of contexts.
Last updated: 10 February 2024