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Enriched Placement (Place-based Global) (EDUC90922)
Graduate courseworkPoints: 12.5Not available in 2017
Overview
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This subject is an Enriched Placement for Teacher Candidates interested in teaching in overseas, culturally diverse contexts, especially those that cater for children living in poverty. The elective includes a school placement component and an on-campus teaching component.
The school placement component typically takes in two weeks of teaching at a small number of specified sites in Asia. Sites will vary from year-to-year. Teacher Candidates will be provided with details of which sites are available during orientation week each year. Each school placement will generally occur outside teaching time within the given semester. Precise timing is related to term times in each site and these may change slightly from year to year.
The on-campus teaching component includes the equivalent of two days of orientation prior to the placement. This could include an introduction to place-based education, an overview of the socio-political context of each site, an orientation to the culture and language of the location and an examination of academic literature that discusses a range of issues related to education in each place. For example, these issues may include the role place-based education can play in enhancing student identity and agency, improving educational outcomes in marginalised communities, and responding to consequences of globalisation and the hegemony of the English language. A full day (or equivalent) post-placement reflection and debriefing session will be held on campus.
This elective is open to a limited number of Teacher Candidates. Participation is through a competitive selection process that includes a written application and an interview. Participating Teacher Candidates may receive support in covering the costs of travel and/or accommodation in order to participate in the subject. Further information is available from the subject coordinators.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Understand how principles of learning and teaching are able to be adapted to meet the needs of individual students in new educational contexts.
- Draw on the placement experience to reflect on educational philosophies, values and practices.
- Communicate and collaborate effectively with other professionals (within other team members and with professionals in host settings).
- Examine a range of issues related to learning and teaching in the context in which the teaching occurred.
- Demonstrate the knowledge, skills and dispositions required to commence teaching effectively.
- Demonstrate the knowledge, skills and dispositions required to teach effectively when responding to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
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 minimum average of H2A (75%) across Clinical Teaching Practice 1, Clinical Teaching Practice 2 and Clinical Teaching Practice 3 (within the appropriate stream).
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
- Pre-placement essay (2500 word or equivalent) due early semester (50%)
- Assessment of place-based teaching (equivalent to 2500 words) due miod semester (50%)
Hurdle requirement: Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2017
Time commitment details
170 hours: 36 hrs seminars (pre-, on-, post-placement); 70 hrs in placement schools; 64 hrs in subject reading, placement preparation, subject assessment).
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Participants will be provided with a collection of readings via the online Learning Management System (LMS).
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood) Course Master of Teaching (Secondary) Course Master of Teaching (Primary)
Last updated: 10 February 2024