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Professional Practice and Seminar (EC) 2 (EDUC90707)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Summer Term
Semester 1
Semester 2
Overview
Availability | Summer Term Semester 1 Semester 2 |
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Fees | Look up fees |
The Professional Practice and Seminar Program focuses Teacher Candidates on the nexus that exists between the theory and practice of teaching. It offers an integrated approach that draws together the content introduced in academic subjects offered throughout the semester and addresses the Teacher Candidates developing understandings of pedagogical and professional knowledge, practice and engagement.
The subject focuses on developing Teacher Candidates’ understanding of children aged from birth to two years, the organization of early years settings, principles of teaching and learning as they relate to this age group, and the role of the early childhood professional. This subject draws on contemporary educational theory and research to equip Teacher Candidates as they build a range of effective teaching and learning strategies.
Teacher Candidates continue to develop their capacity to observe children with an understanding of their stage of development and individual learning needs. They take graduated responsibility for the planning, implementation and assessment of learning experiences for children aged birth to two years based on their observations, children’s identified interests and developmental needs and the National Quality Framework and Graduate Teacher Standards.
The Professional Practice Seminars, which are timetabled throughout the semester, are designed to support the Teacher Candidates’ ongoing learning about how theory informs practice as well as the importance of critical reflection for teaching and professional growth.
Intended learning outcomes
On completion of this subject, Teacher Candidates will have the knowledge, skills and understanding to enable them to:
- Demonstrate knowledge of the characteristics of learners aged birth to three years;
- Collect evidence of children’ s learning, and analyse to purposefully plan and implement specific programs for individuals and groups of children, with emphasis placed on language and literacy, mathematics and science, IT and the creative arts;
- Develop skills and strategies to ensure the emotional, organisational and instructional support of individual children across a range of settings;
- Understand how the principles of teaching and learning can be adapted to meet the needs of individual learners;
- Synthesise their theoretical and practical understandings of teaching in childcare settings;
- Use critical reflection and discussion to evaluate and reflect on their own practice;
- Communicate effectively with children, families and other professionals, and demonstrate a high standard of professionalism.
Generic skills
On completion of this subject, Teacher Candidates will be able to:
- Communicate effectively with children, parents and colleagues;
- Appreciate and understand the significance of developing professional practice based on research evidence;
- Synthesise theoretical and practical understandings of teaching and learning in the context of childcare;
- Plan, implement and assess indoor and outdoor learning experiences for individuals and groups of children, with emphasis placed on language and literacy, mathematics and science, IT and the creative arts;
- Use critical reflection and discussion to evaluate values and practices in relation to teaching and learning in the context of childcare;
- Be independent of mind, responsible, resilient and self-regulating;
- Understand the professional requirements of being a teacher;
- Articulate a reflective account of professional learning.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
None
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
- Satisfactory completion of 25 days in a birth to age two setting, end of semester (70%)
- Satisfactory completion of a Clinical Praxis Examination, after satisfactory completion of professional practice placement (30%)
Hurdle requirements:
- 100% attendance of Professional Practice Placement days and all scheduled network seminars.
- Submission of video-recorded examples of teaching practice as required (up to 20 mins in duration) recorded whilst on placement, and submission of all weekly Professional Practice reflections.
Last updated: 10 February 2024
Dates & times
- Summer Term
Mode of delivery On Campus (Parkville) Contact hours 25 days of professional practice in a childcare setting. 4x2-hr practicum seminars during the semester. Total time commitment 170 hours Teaching period 14 January 2019 to 1 March 2019 Last self-enrol date 23 January 2019 Census date 1 February 2019 Last date to withdraw without fail 22 February 2019 Assessment period ends 15 March 2019 Summer Term contact information
- Semester 1
Principal coordinator Caroline Cohrssen Mode of delivery On Campus (Parkville) Contact hours 25 days of professional practice in a childcare setting. 4x2-hr practicum seminars during the semester. Total time commitment 170 hours Teaching period 4 March 2019 to 2 June 2019 Last self-enrol date 15 March 2019 Census date 31 March 2019 Last date to withdraw without fail 10 May 2019 Assessment period ends 28 June 2019 Semester 1 contact information
- Semester 2
Principal coordinator Caroline Cohrssen Mode of delivery On Campus (Parkville) Contact hours 25 days of professional practice in a childcare setting. 4x2-hr practicum seminars during the semester. Total time commitment 170 hours Teaching period 29 July 2019 to 27 October 2019 Last self-enrol date 9 August 2019 Census date 31 August 2019 Last date to withdraw without fail 27 September 2019 Assessment period ends 22 November 2019 Semester 2 contact information
Time commitment details
170 hours
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.
Brookes Publishing online:
http://store.teachstone.com/mteach-core-student-package/ :
- Electronic Dimensions Guide x 4 (Infant, Toddler, Pre-K, K-3)
- Electronic access to the Teachstone Infant, Toddler, Pre-K and k-3 Video Libraries
- Kick off session recording for Toddler and Pre-K tools
Recommended texts and other resources
Bentzen, W. R. (2009). Seeing young children (6th ed.). Belmont, CA: Delmar Cengage Learning.
- Links to additional information
Last updated: 10 February 2024