|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject assists teacher candidates to understand their professional role in and beyond the primary classroom, as well as the changing social and professional contexts in which teachers’ work. It will also examine the social and cultural factors that have an impact on primary school students’ 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 responses, with a focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in primary schools.
Intended learning outcomes
The core aims of this subject are for teacher candidates to:
- Gain knowledge of key debates and theories concerning equity, social differences, and human rights and their relevance to educational practice and policy;
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice;
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms;
- Build an understanding of the socio-cultural factors that shape students’ learning, their school experiences and educational outcomes; and
- Acquire/deepen knowledge of the diverse professional contexts of teachers’ work in schools and other educational settings.
On completion of this subject teacher candidates will be able to:
- Critically reflect on their practice and professional role;
- Articulate the value of equity, participation and democracy in learning and teaching;
- Respond professionally to school-wide, community and system expectations;
- Work cooperatively in professional teams; and
- Commit to an ongoing pursuit of learning and actively engage with current research.