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Professional Portfolio (EDUC90792)
Graduate courseworkPoints: 25Not available in 2019
Overview
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This subject develops graduate teachers’ reflective dialogue through the use of evidence informed practice in teaching. Graduate teachers will take an inquiry based approach to investigate the effectiveness of their own practice, improve student learning outcomes, enhance student experience of the classroom and be relevant to the context in which they are teaching. Graduate teachers will be supported to define a question for inquiry, to develop skills to implement the investigation and to gather supportive evidence of their practice in the form of a professional portfolio. This teacher inquiry articulates with the VIT process for full registration and in many school contexts will parallel the induction process for supporting provisionally registered teachers. With assistance from a designated faculty mentor, graduate teachers select and gather evidence of practice against the Australian Professional Standards for Teachers at the proficient teacher level.
Intended learning outcomes
On completion of this subject graduate teachers will be able to:
- demonstrate a deep understanding of their practice in relation to the Australian Professional Standards for teaching at the proficient teacher level;
- develop questions for teacher inquiry;
- implement an inquiry-based approach to improve a defined area of student learning;
- reflect upon the effectiveness of their inquiry to identify implications for their practice;
- provide evidence of their professional practice against each of the professional standards;
- articulate key issues and concepts that have influenced their initial phase of teaching;
- approach teaching with increased confidence;
- Reflect critically on their own transition to teaching and identify areas for future professional growth.
Generic skills
On completion of this subject graduate teachers will have the knowledge, skills and understanding to enable them to:
- Be skilled communicators who can effectively articulate and justify relationships between theory, research and teaching;
- Be flexible and able to adapt to change through knowing how to learn using research processes;
- Understand the significance of developing their practice on the basis of research evidence and the standards for teaching;
- Work in teams with skills in cooperation, communication and negotiation to engage in reflective and critical discussion of research in education and teaching;
- Be independent of mind, responsible, resilient, self-regulating;
- Have a conscious personal and social values base that is applied to their teaching.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
150 points of study in the Master of Teaching (Early Childhood) or Master of Teaching (Secondary).
A minimum 0.8 EFT contract of employment as a classroom/early childhood teacher.
Provisional registration status with the Victorian Institute of Teaching.
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
There will be 3 assessment tasks:
- Development of an inquiry-based investigation of practice. (Equivalent to 2000 words). Due end of April, 25%
- Development of a unit plan to support implementation of the inquiry (equivalent to 2000 words). Due end of June, 25%
- Submission of a professional portfolio (equivalent to 4000 words). Due end of year, 50%
There will be two hurdle requirements:
- Satisfactory submission of four reflective responses to discussion forum (blog) topics;
- Evidence of satisfactory completion of statutory process for full registration (Victorian Institute of Teaching).
This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.
Last updated: 10 February 2024
Dates & times
Not available in 2019
Time commitment details
340 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Churchill et al. (2011) Teaching: Making a Difference. Milton, Wiley
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024