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Introduction to Clinical Practice (Prim) (EDUC90885)

Graduate courseworkPoints: 6.25On Campus (Parkville)

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Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90885
FeesSubject EFTSL, Level, Discipline & Census Date

This subject will provide foundational conceptual frameworks for understanding learning and teaching necessary to Teacher Candidates’ development as Clinical Practitioners. It will examine how learning can be understood and enhanced from a range of evidence-based, theoretical perspectives. Candidates will gain knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning. Specifically pedagogical practices focusing on understanding how learning occurs and the processes that facilitate classroom learning will be identified. This subject will also support Teacher Candidates’ explorations of classroom management practices and strategies that support students’ wellbeing and safety to provide high-quality learning environments that meet school and/or system, curriculum and legislative requirements. It will equip Teacher Candidates with the fundamental skills necessary to begin to observe, design and implement whole classroom approaches to inclusion. This subject will introduce the Clinical Teaching Cycle as a primary approach to teacher practice that positions assessment as a key underpinning to teachers’ instructional planning using the collection and interpretation of valid evidence. Examples of various conceptualisations and purposes of assessment will be used to develop deep understandings of methods of evidence collection and interpretation. The theme of this core subject is ‘planning and evidence’.

Intended learning outcomes

On completion of this subject, Teacher Candidates should be able to:

  • Understand physical, social and intellectual development and characteristics of students and how these may affect learning and implications for clinical judgements (Graduate Standards 1.1; 1.2; 5.5)
  • Recognise and plan for the use of research-informed pedagogical practices in a specific context (Graduate Standards 1.2; 2.1; 3.3)
  • Recognise and develop strategies that foster safe and supportive learning environments, promote positive behaviour, wellbeing and the purposeful engagement of learners observing school and/or system curriculum and legislative requirements (Graduate Standards 4.1; 4.2; 4.4)

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers

Generic skills

This subject 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: 11 November 2018