Clinical Teaching Practice (EC) 3 (EDUC90894)
Graduate courseworkPoints: 12.5Not available in 2017
About this subject
Overview
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This subject synthesises Teacher Candidates’ understanding of the characteristics of professional knowledge, clinical practice and engagement for professional accountability when teaching children aged from three years to five years. Teacher Candidates will reflect critically on the ways in which educational theory and research inform practice in the context of an informal, play-based curriculum.
Guided by the National Quality Framework, Teacher Candidates will demonstrate capacity to make sound clinical judgements and to independently deliver high impact clinical instruction for sustained periods engaging children in developmentally appropriate learning experiences. Teacher Candidates will differentiate their teaching to include students with diverse needs and backgrounds, consider Aboriginal and Torres Strait Islander perspectives on learning and development and demonstrate a high level of 21st century skills as well as their ability to develop these skills in children. Experienced Mentor Teachers will continue to 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.
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.
In this subject, Teacher Candidates also undertake five days’ clinical teaching practice in a primary school, observing teaching and learning in the early years of formal school education and engaging in team-teaching. During this school-based teaching practice, experienced primary teachers mentor Teacher Candidates in collaboration with Clinical Specialists and Teaching Fellows.
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.
- Meet the Australian Professional Standards for Teachers. (Graduate Standards: All standards)
- Critically reflect on the ways in which educational theory and research inform teaching practice. (Graduate Standard 1.2)
- Understand 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)
- Apply 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, differentiating teaching to engage children in their learning, and in particular, children with additional learning needs. (Graduate Standards 1.5, 1.6, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7)
- 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)
- Design assessment tools and tasks and interpret data and evidence to make clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes. (Graduate Standards 2.3, 3.1, 3.2, 3.3, 3.6, 5.4)
- Use the APST to identify professional learning needs and source appropriate professional associations and resources to support improved professional learning. (Graduate Standards 6.1, 6.2, 6.3, 6.4)
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school community. (Graduate Standards 7.1, 7.2, 7.3)
- Understand key principles of the Code of Ethics for the teaching profession. (Graduate Standards 7.1, 7.3, 7.4)
- Understand relevant legislative acts and regulations. (Graduate Standard 7.2)
Generic skills
This subject 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 and
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90893 | Clinical Teaching Practice (EC) 2 | August (On Campus - Parkville) |
12.5 |
Corequisites
None
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 – Age Three to Five placement – 20 days due throughout placement (60%)
- Clinical Practice Exam – 15 minutes of presentation and 10 minutes responding to questions, (equivalent 1500 words) due end of semester (30%)
- Successful completion of the School placement – 5 days due throughout placement (10%)
Hurdle requirements:
- Successful completion of both the Age Three to Five AND the School placements
- 100% attendance on all placement days
- 100% attendance at all professional seminars (or an approved alternative learning activity)
- Interim clinical teaching practice interview-based assessment – Age Three to Five placement due prior to block placement
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
203 hours Teacher Candidates undertake an additional five-day placement in a school setting. These five days support Candidates’ understanding of teaching and learning from birth to age 8, being the age range addressed by our course. In addition, for those Teacher Candidates who elect to proceed to the Master of Teaching (Early Years) fourth semester elective in order to gain a dual Early Childhood and Early Years qualification, these days are added to the Clinical Teaching Practice days undertaken in Semester 4 in order to meet the industry pre-service teaching qualification requirements for primary school teaching.
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 4 (Infant, Toddler, Pre-K, K-3)
- Electronic access to the Teachstone Infant, Toddler Video Libraries
- Kick off session recording for Toddler and Pre-K tools
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood) Course Master of Teaching (Early Childhood and Primary)
Last updated: 10 February 2024