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Professional Portfolio (EDUC90415)
Graduate courseworkPoints: 37.5Not available in 2017
Overview
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The subject focuses on supporting effective personal professional development in the initial stages of teaching. With assistance from a designated faculty mentor, graduate teachers collate and present evidence of practice against the standards for teaching. Graduate teachers are supported through a range of on campus and online workshops in topics related to knowledge, practice and professional engagement in teaching. Emphasis is given to areas that have been identified through research as threshold areas of learning for beginning teachers, including pedagogical skills for teaching, classroom management and aspects of pedagogical content knowledge relevant to specialist areas for teaching. Assigned mentors provide online support and advice in response to these issues and to the interests and needs of the graduate teachers.
Intended learning outcomes
On completion of this subject graduate teachers will be able to:
- Demonstrate a deep understanding of their practice in relation to the standards for teaching
- Collate and present evidence to demonstrate their professional practice
- Articulate key issues and concepts that have influenced their initial phase of teaching
- Articulate an evolving philosophical stance
- Apply strategic processes to support their on-going professional development
- Approach teaching with increased confidence
- Reflect critically on their own transition to teaching and identify areas for future professional growth.
Generic skills
On completion of this subject graduate teachers will have the knowledge, skills and understanding to enable them to:
- Be skilled communicators who can effectively articulate and justify relationships between theory, research and teaching
- Be flexible and able to adapt to change through knowing how to learn using research processes;
- Understand the significance of developing their practice on the basis of research evidence and the standards for teaching;
- Work in teams with skills in cooperation, communication and negotiation to engage in reflective and critical discussion of research in education and teaching;
- Be independent of mind, responsible, resilient, self-regulating;
- Have a conscious personal and social values base that is applied to their teaching
Last updated: 10 February 2024