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  3. Professional Practice and Seminar Prim 3

Professional Practice and Seminar Prim 3 (EDUC90489)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90489
Semester 2
FeesSubject EFTSL, Level, Discipline & Census Date

This subject synthesises Teacher Candidates’ understanding of the characteristics of professional knowledge, practice and engagement for professional accountability in the primary school context. The placement is focused on generalist primary classroom teaching across all curriculum areas and Candidates’ capacity to teach independently using sustained sequences of teaching that cater for the learning needs of individual students. Teacher mentors based in primary school settings and Clinical Specialists from the university will advise and monitor the Candidate throughout the placement

The professional practice seminars will focus on the context of the school, relationships with parents and the broader community and resources for teaching. Discussions and evaluations in seminars will focus on Candidates’ developing philosophical stance and emergent teacher identity. Candidates will provide evidence of their holistic development as an interventionist classroom practitioner during the Clinical Praxis Examination.

Intended learning outcomes

On completion of this subject Teacher Candidates should be able to:

  • Use a range of strategies to establish a positive and inclusive learning environment
  • Establish a safe and productive learning environment with clear expectations for student behaviour
  • Independently access and manage a range of learning and teaching resources including technologies to support their teaching
  • Describe their professional practice using the National Professional Standards for Teachers
  • Plan and implement strategies to support their professional growth

Generic skills

On completion of this subject Teacher Candidates will have the knowledge, skills and understanding to enable them to:

  • Be skilled communicators who can effectively articulate and justify the role of assessment in teaching;
  • Be flexible and able to adapt to change through knowing how to learn;
  • Understand the significance of developing their practice on the basis of research evidence;
  • Work in teams with skills in co-operation, communication and negotiation;
  • Be independent of mind, responsible, resilient, self-regulating;
  • Have conscious personal and social values base that is evident in their teaching.

Last updated: 9 November 2018