Learning and Teaching Contexts 1 (EDUC90583)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
This subject assists participants to understand their professional and legal role in and beyond the classroom, as well as the changing social, policy and professional contexts in which students learn and teachers work. It will also examine the social, economic, cultural and locational factors that have an impact on student learning and educational outcomes. Key themes of equity, inclusion and social justice are addressed. These are examined in the light of system and school-level response, with a focus on the role of policy in guiding teacher practice, curriculum design, professional relationships and professional conduct.
This subject along with EDUC90580 Evidence Based Learning and Teaching 1 and EDUC90823 Language, Literacy and Numeracy, requires participants to implement the Clinical Praxis Exam.
Intended learning outcomes
On completion of this subject, participants should be able to:
- Demonstrate 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, social justice, student well being and safety
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms
- Build an understanding of the socio-cultural factors that shape students’ learning, their school experiences and educational outcomes
- Acquire/deepen knowledge of the diverse professional contexts of teachers’ work in schools and other educational settings as well as understand professional codes of ethics and conduct.
Generic skills
On completion of this subject, participants will have the knowledge, skills and understanding to enable them to:
- Critically reflect on their practice and professional role
- Articulate the importance of equity, participation and democracy in education
- Work collaboratively and productively in their school to meet community and system expectations.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
Corequisites
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90593 | Developing Clinical Practice 1 | January (On Campus - Parkville) |
18.75 |
| EDUC90580 | Evidence Based Learning and Teaching 1 | January (On Campus - Parkville) |
12.5 |
| EDUC90823 | Language, Literacy and Numeracy | January (On Campus - Parkville) |
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
- Group Scenario Presentation – Delivery of lesson based on a case study representing students of diverse backgrounds. (1 hour, equivalent to 1,250 words per participant), due during Session 1: summer program, 30%
- Scenario Reflective Essay – Response to a social issue (1,250 words) Due during Session 1: summer program, 30%
- Clinical praxis examination (oral presentation) (20 minutes, equivalent 1,500 words – for this subject). Due during Session2: winter program (July), 40%
Hurdle Requirement: Five face-to-face and online Discussions and Reading Reviews, due during Session 1: summer school and semester 1
This subject has a hurdle requirement of a minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
- January
Principal coordinator Catherine Smith Mode of delivery On Campus (Parkville) Contact hours 36 hours Total time commitment 170 hours Teaching period 21 November 2016 to 28 May 2017 Last self-enrol date 28 December 2016 Census date 31 March 2017 Last date to withdraw without fail 21 April 2017 Assessment period ends 7 July 2017 January contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
Last updated: 10 February 2024