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Clinical Teaching Practice (Prim) 1 (EDUC90877)
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
Semester 1
August
Overview
Availability | Semester 1 August |
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Fees | Look up fees |
This subject provides opportunities for Teacher Candidates to begin to demonstrate the nexus between theory and the practice of teaching, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. During clinical teaching practice, experienced Mentor Teachers will continue to support Teacher Candidates in collaboration with university-based academics who are also engaged in the on-campus teaching program.
This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement in the primary school context. The school placement focuses on developing an understanding of student characteristics, principles of learning and teaching, classroom management and school organisation in typical primary school settings. Candidates begin to analyse teaching and learning to identify lesson formats that make productive classrooms and pedagogies, and are effective for individual students. Teacher Candidates will integrate the content of academic subjects taught during the semester with their teaching practice in an intentional manner in order to demonstrate developing understanding of students’ progression along learning and development trajectories. Teacher Candidates take graduated responsibility for the planning, implementation and assessment of lessons based on national and state curricula. Teacher Candidates will differentiate their teaching to include students with diverse needs and backgrounds and consider Aboriginal and Torres Strait Islander perspectives on learning and development.
The Clinical Teaching Practice seminars are framed by the Australian Professional Standards for Teachers at the Graduate Level. At seminars, Teacher Candidates will engage in collaborative learning and critical reflection.
Note: Teacher Candidates who are not familiar with contemporary Australian school contexts are encouraged to undertake a non-assessed program of workshops titled ‘Introduction to Contemporary Australian Schools’. Candidates develop knowledge of Australian classroom environments, typical school structures, policies and procedures as well as build skills for personal professional interaction between students, mentors and peers. Those undertaking the program will still be expected to attend on-campus classes, school placement days as well as professional seminars where scheduled.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Demonstrate knowledge of all (Graduate) Australian Professional Standards for Teachers
- Demonstrate knowledge of the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4)
- Demonstrate subject and pedagogical content knowledge to create inclusive and productive learning environments (Graduate Standards 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage students in their learning (Graduate Standards 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Create and maintain safe and supportive learning environments demonstrating knowledge of practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4, 4.5)
- Collect and analyse assessment data and evidence to inform clinical judgments about teaching interventions and reflect on teaching on learning outcomes (Graduate Standards 3.1, 3.2, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5)
- Reflect on the ways in which educational theory and research inform teaching practice (Graduate Standards 5.1, 5.2, 5.4, 6.3, 6.4)
- Demonstrate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2, 7.3, 7.4)
- Demonstrate knowledge of the relevant legislative acts and regulations (Graduate Standard 7.2)
Generic skills
MTeach graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Admission to the Master of Teaching (Primary)
A current Working With Children Check
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90882 | Educational Foundations (Prim) | March (On Campus - Parkville) |
6.25 |
EDUC90885 | Introduction to Clinical Practice (Prim) | February (On Campus - Parkville) |
6.25 |
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
- Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level – 20 days. Throughout placement (70%)
- Clinical Teaching ePortfolio (1500 words). Throughout placement (30%)
Hurdle Requirement:
- Both graded tasks must be passed and all hurdles met to successfully complete the subject
- 100% attendance on all placement days
- 100% attendance at all professional seminars
- Interim clinical teaching practice assessment, prior to block placement
- Online modules and quizzes focussing on 1. ethical use of ICT in teaching, 2. compliance with legislative, administrative and organisational requirements and processes required for teachers according to school stage. Prior to Seminar 1
Last updated: 10 February 2024
Dates & times
- Semester 1
Principal coordinator Nadine Crane Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in a primary school, three 2-hour seminars. Total time commitment 170 hours Teaching period 25 February 2019 to 2 June 2019 Last self-enrol date 8 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
- August
Coordinator Nadine Crane Mode of delivery On Campus (Parkville) Contact hours PERMISSION OF THE SUBJECT COORDINATOR IS REQUIRED TO ENROL IN THE SEMESTER 2 STUDY PERIOD. Two preparation days, 20 days of Clinical Teaching Practice in a primary school, three 2-hour seminars. Total time commitment 170 hours Teaching period 5 August 2019 to 25 October 2019 Last self-enrol date 21 August 2019 Census date 23 August 2019 Last date to withdraw without fail 4 October 2019 Assessment period ends 1 November 2019 August contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
There are no specifically prescribed or recommended texts for this subject.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary)
Last updated: 10 February 2024