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Investigating Practice (Internship) (EDUC90416)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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A study that addresses the immediate needs of beginning teachers within classrooms and locates their teaching within the context of the school or early childhood centre. The study develops graduate teachers’ reflective dialogue through the use of evidence informed practice in teaching. The subject explores key principles of effective professional learning and techniques that support critical practitioner inquiry that is focused on student learning outcomes and will focus on processes that are embedded in practice, informed by research on effective learning and teaching, are collaborative in nature, are evidence based and data driven, guide improvement and measure the impact of change. In collaboration with a faculty designated mentor the graduate teacher develops a professional development plan to inform their own teaching, improve student learning outcomes, enhance student experience of the classroom and be relevant to the context in which they are teaching
Intended learning outcomes
On completion of this subject graduate teachers will be able to:
- Articulate the goals and directions of their professional development in teaching
- Evaluate the impact of their teaching on student learning outcomes and experience in the classroom
- Develop a strategic approach to the development of productive learning environments
- Use critical, reflective processes to guide their development in teaching.
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