|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject 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
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
Eligibility and requirements
|Code||Name||Teaching period||Credit Points|
|EDUC90882||Educational Foundations (Prim)||
|EDUC90877||Clinical Teaching Practice (Prim) 1||
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
- Planning document (1500 words) due mid semester (60%)
- Clinical Praxis Exam (School) individual oral report (20 mins presentation and 10 mins questions). (1000 words equivalent) due end of semester (40%). This is a shared task with EDUC90882 Educational Foundations.
- Successful completion of the Clinical Praxis Exam with a minimum 50% pass grade is required to achieve an overall pass in this subject.
- Minimum of 80% attendance at all scheduled lectures, tutorials, seminars and workshops.
Dates & times
Principal coordinator Natasha Ziebell Mode of delivery On Campus — Parkville Contact hours 18 hours Total time commitment 85 hours Teaching period 25 February 2019 to 5 April 2019 Last self-enrol date 5 March 2019 Census date 22 March 2019 Last date to withdraw without fail 17 May 2019 Assessment period ends 28 June 2019
February contact information
Time commitment details
Griffin, P. (Ed.) (2014). Assessment for teaching. Port Melbourne, Vic: Cambridge University Press.
Woolfolk, A., & Margetts, K. (2018). Educational psychology - REVEL interactive package. Melbourne, Vic.: Pearson. Purchase information will be provided at the beginning of the semester.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary)