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:
(Graduate Standards refers to the Graduate level Australian Professional Standards for Teachers)
- demonstrate knowledge of key debates and theories concerning equity, social differences and human rights and their relevance to educational practice and policy (Graduate Standards 1.1, 1.2, 1.3, 4.1, 4.4)
- critically consider system and school-based responses to addressing issues relating to equity, inclusion, social justice, student well being and safety relevance to educational practice and policy (Graduate Standards 1.3, 1.4, 4.1, 4.4)
- develop a critical analysis of the wider social and global context of education systems, schools and classrooms relevance to educational practice and policy (Graduate Standards 1.1, 1.3, 7.1)
- build an understanding of the socio-cultural factors that shape students' learning, their school experiences and educational outcomes relevance to educational practice and policy (Graduate Standards 1.4, 1.5, 1.6, 2.4, 4.4)
- 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. relevance to educational practice and policy (Graduate Standards 7.1, 7.2, 7.3, 7.4)
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 1,500 words per participant), due during Intensive session 1 in the summer program, 30%
- Clinical praxis examination (oral presentation) (20 minutes, equivalent 1,500 words). Due during Intensive session 2 in the winter program (July), 30%
- Scenario Reflective Essay – Response to a social justice issue (2,000 words) Due October 2019, 40%
Hurdle Requirement:
- Engage in five face-to-face and online Discussions and Reading Reviews, due during Session 1: summer school and semester 1
- 100% attendance at all scheduled lectures, tutorials, seminars and workshops
Last updated: 10 February 2024
Dates & times
- January
Principal coordinator Babak Dadvand Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 19 November 2018 to 8 November 2019 Last self-enrol date 29 January 2019 Census date 1 February 2019 Last date to withdraw without fail 12 July 2019 Assessment period ends 18 November 2019 January contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
- Related Handbook entries
- Available to Study Abroad and/or Study Exchange Students
Last updated: 10 February 2024