Clinical Teaching Practice (EC) 1 (EDUC90892)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
Contact information
March
March
Overview
| Availability | March March August |
|---|---|
| Fees | Look up fees |
This subject provides opportunities for Teacher Candidates to demonstrate the nexus between the theory and practice of teaching when teaching children aged from birth to 35 months, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. This subject requires teacher candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement. Teacher Candidates will integrate the content of academic subjects taught during the semester with their teaching practice in an intentional manner, in order to demonstrate developing understanding of children’s progression along learning and development trajectories. During clinical teaching practice, experienced Mentor Teachers support Teacher Candidates in collaboration with Clinical Specialists who have relevant areas of expertise, and with Teaching Fellows who are employed in early childhood-related roles by local government.
Guided by the National Quality Framework, Teacher Candidates undertake graduated responsibility for the planning, implementation and assessment of learning experiences. Teacher Candidates will differentiate their teaching to include children with diverse needs and backgrounds and consider Aboriginal and Torres Strait Islander perspectives on learning and development.
The Clinical Teaching Practice seminars are framed by the Australian Professional Standards for Teachers at the Graduate Level. At seminars, Teacher Candidates will engage in collaborative learning and critical reflection.
Intended learning outcomes
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Demonstrate knowledge of all (Graduate) Australian Professional Standards for Teachers
- Demonstrate knowledge of the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.4, 1.5, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4);
- Demonstrate subject and pedagogical content knowledge to create inclusive and productive learning environments (Graduate Standards 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.4);
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage students in their learning (Graduate Standards 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.5, 5.4);
- Create and maintain safe and supportive learning environments demonstrating knowledge of practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4);
- Collect and analyse assessment data and evidence to inform clinical judgments about teaching interventions and reflect on teaching on learning outcomes (Graduate Standards 2.3, 5.4);
- Reflect on the ways in which educational theory and research informs teaching practice (Graduate Standards 1.2);
- Demonstrate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.3, 7.4); and
- Demonstrate knowledge of the relevant legislative acts and regulations (Graduate Standards 1.6, 7.2).
Generic skills
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
A current Working With Children Check
Corequisites
Full time: EDUC90897 Infant & Toddler Learning & Development
Part time: EDUC90898 Introduction to Clinical Practice (EC) during Semester 1, and EDUC90891 Becoming a Clinical Practitioner (EC)
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90897 | Infant & Toddler Learning & Development | Semester 1 (On Campus - Parkville) |
12.5 |
| EDUC90898 | Introduction to Clinical Practice (EC) | Semester 1 (On Campus - Parkville) |
6.25 |
| EDUC90891 | Becoming a Clinical Practitioner (EC) | July (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
- Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level – 20 days due throughout placement (70%)
- Clinical Teaching Practice ePortfolio – 1500 words due throughout placement (30%)
Hurdle requirements:
- 100% attendance on all placement days
- 100% attendance at all professional seminars (or an approved alternative learning activity)
- Interim clinical teaching practice interview-based assessmentdue:Full-time: Prior to block placement, Part-time: End of Semester 1
- Online module and quiz focussing on ethical use of ICT in teaching – 60 minutes due prior to Seminar 1
Last updated: 10 February 2024
Dates & times
- March
Principal coordinator Caroline Cohrssen Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. Total time commitment 170 hours Teaching period 14 March 2017 to 2 June 2017 Last self-enrol date 30 March 2017 Census date 7 April 2017 Last date to withdraw without fail 19 May 2017 Assessment period ends 23 June 2017 March contact information
- March
Principal coordinator Caroline Cohrssen Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. Total time commitment 170 hours Teaching period 15 March 2017 to 20 October 2017 Last self-enrol date 28 April 2017 Census date 5 May 2017 Last date to withdraw without fail 18 August 2017 Assessment period ends 10 November 2017 March contact information
- August
Time commitment details
170 hours
Additional delivery details
March Part Time, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period 15-Mar-2017 to 20-Oct-2017
Assessment Period End 10-Nov-2017
Last date to Self-Enrol 28-Apr-2017
Census Date 05-May-2017
Last date to Withdraw without fail 18-Aug-2017
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children. Choices for theory and practice (3rd ed.). Pearson Education: Australia
Belonging, Being & Becoming: The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2009.
Department of Education and Early Childhood Development (DEECD). (2009). Victorian Early Years Learning and Development Framework. Melbourne, Australia: Early Childhood Strategy Division.
Australian Children's Education and Care Quality Authority (ACECQA). (2013). Guide to the National Quality Standard Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
CLASS materials through Brookes Publishing online:
- Electronic Dimensions Guide x 2 (Infant, Toddler)
- Electronic access to the Teachstone Video Libraries
- Kick off session recording for Toddler tool
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood) Course Graduate Certificate in Infancy and Toddlerhood Course Master of Teaching (Early Childhood and Primary)
Last updated: 10 February 2024