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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
Eligibility and requirements
Prerequisites
150 points of study in the Master of Teaching (Early Childhood) or Master of Teaching (Secondary).
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90417 | Investigating Practice (Induction) | Not available in 2024 |
12.5 |
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Additional details
There will be 2 assessment tasks:
- A personal philosophy of teaching (4000 word essay) due mid-year, 40%
- A professional portfolio demonstrating ongoing reflective practice and classroom inquiry with a specific focus (8000 words) due end of year, 60%
There will be two hurdle requirements:
- Satisfactory completion of 6 reflective responses to discussion forum (blog) topics, due throughout the year
- Evidence of satisfactory completion of statutory registration process (Victorian Institute of Teaching) due end of year
Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory.
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
510 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Churchill et al. (2011) Teaching: Making a Difference. Milton, Wiley
Moss, J. 2004 (Ed). Invitations and Inspirations: Pathways to successful teaching. Carlton South: Curriculum Corporation
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024