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Clinical Teaching Practice (EC) 1 (EDUC90892)
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
March
Year Long
August
Overview
Availability | March Year Long August |
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Fees | Look up fees |
This subject provides opportunities for Teacher Candidates to demonstrate the nexus between the theory and practice of teaching when teaching children aged from birth to 35 months, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. This subject requires teacher candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement. 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 children’s progression along learning and development trajectories. During clinical teaching practice, experienced Mentor Teachers support Teacher Candidates in collaboration with academics who have relevant areas of expertise.
Guided by the National Quality Framework, Teacher Candidates undertake graduated responsibility for the planning, implementation and assessment of learning experiences. Teacher Candidates will differentiate their teaching to include children 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.
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, 1.4, 1.5, 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, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.4);
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage students in their learning (Graduate Standards 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.5, 5.4);
- 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);
- Collect and analyse assessment data and evidence to inform clinical judgments about teaching interventions and reflect on teaching on learning outcomes (Graduate Standards 2.3, 5.4);
- Reflect on the ways in which educational theory and research informs teaching practice (Graduate Standards 1.2);
- Demonstrate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.3, 7.4); and
- Demonstrate knowledge of the relevant legislative acts and regulations (Graduate Standards 1.6, 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
A current Working With Children Check
Corequisites
Full time: EDUC90897 Infant & Toddler Learning & Development
Part time: EDUC90898 Introduction to Clinical Practice (EC) during Semester 1, and EDUC90891 Becoming a Clinical Practitioner (EC)
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90897 | Infant & Toddler Learning & Development | February (On Campus - Parkville) |
12.5 |
EDUC90898 | Introduction to Clinical Practice (EC) | February (On Campus - Parkville) |
6.25 |
EDUC90891 | Becoming a Clinical Practitioner (EC) |
August (On Campus - Parkville)
February (On Campus - Parkville)
|
12.5 |
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 due throughout placement (70%)
- Clinical Teaching Practice ePortfolio – 1500 words due throughout placement (30%)
Hurdle requirements:
- 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 (or an approved alternative learning activity)
- Interim clinical teaching practice interview-based assessment due: Full-time: Prior to block placement, Part-time: End of Semester 1
- Online module and quiz focussing on ethical use of ICT in teaching – 60 minutes due prior to Seminar 1
Last updated: 10 February 2024
Dates & times
- March
Coordinator Edith Nicolas Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. (This March offering is timetabled to fit the schedule of full time students). Total time commitment 170 hours Teaching period 11 March 2019 to 24 May 2019 Last self-enrol date 26 March 2019 Census date 5 April 2019 Last date to withdraw without fail 17 May 2019 Assessment period ends 24 June 2019 March contact information
- Year Long
Coordinator Edith Nicolas Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. (This Year Long offering is timetabled to fit the schedule of part-time students) Total time commitment 170 hours Teaching period 4 March 2019 to 27 October 2019 Last self-enrol date 15 March 2019 Census date 31 May 2019 Last date to withdraw without fail 27 September 2019 Assessment period ends 22 November 2019 Year Long contact information
- August
Coordinator Edith Nicolas Mode of delivery On Campus (Parkville) Contact hours Enrolment in the August study period is only permitted with approval of the Coordinator. Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. Total time commitment 170 hours Teaching period 21 August 2019 to 25 October 2019 Last self-enrol date 3 September 2019 Census date 6 September 2019 Last date to withdraw without fail 11 October 2019 Assessment period ends 7 November 2019 August contact information
Time commitment details
170 hours
Additional delivery details
March is timetabled to fit the schedule of full time students.
Year Long is timetabled to fit the schedule of part time students.
Summer Term or August enrolment requires approval from the Coordinator.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children. Choices for theory and practice (3rd ed.). Pearson Education: Australia
Belonging, Being & Becoming: The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2009.
Department of Education and Early Childhood Development (DEECD). (2009). Victorian Early Years Learning and Development Framework. Melbourne, Australia: Early Childhood Strategy Division.
Australian Children's Education and Care Quality Authority (ACECQA). (2013). Guide to the National Quality Standard Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
CLASS materials through Brookes Publishing online:
- Electronic Dimensions Guide x 2 (Infant, Toddler)
- Electronic access to the Teachstone Video Libraries
- Kick off session recording for Toddler tool
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood) Course Master of Teaching (Early Childhood and Primary)
Last updated: 10 February 2024