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This subject synthesises Teacher Candidates’ understanding of the characteristics of professional knowledge, clinical practice and engagement for professional accountability when teaching children aged from three years to five years. Teacher Candidates will reflect critically on the ways in which educational theory and research inform practice in the context of an informal, play-based curriculum.
Guided by the National Quality Framework, Teacher Candidates will demonstrate capacity to make sound clinical judgements and to independently deliver high impact clinical instruction for sustained periods engaging children in developmentally appropriate learning experiences. Mentor Teachers will continue to support Teacher Candidates in collaboration with academics who have relevant areas of expertise.
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.
In this subject, Teacher Candidates also undertake five days’ clinical teaching practice in a primary school, observing teaching and learning in the early years of formal school education and engaging in team-teaching. During this school-based teaching practice, experienced primary teachers mentor Teacher Candidates in collaboration with academics.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Meet the Australian Professional Standards for Teachers. (Graduate Standards: All standards)
- Critically reflect on the ways in which educational theory and research inform teaching practice. (Graduate Standard 1.2)
- Understand 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)
- Apply 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, differentiating teaching to engage children in their learning, and in particular, children with additional learning needs. (Graduate Standards 1.5, 1.6, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7)
- 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)
- Design assessment tools and tasks and interpret data and evidence to make clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes. (Graduate Standards 2.3, 3.1, 3.2, 3.3, 3.6, 5.4)
- Use the APST to identify professional learning needs and source appropriate professional associations and resources to support improved professional learning. (Graduate Standards 6.1, 6.2, 6.3, 6.4)
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school community. (Graduate Standards 7.1, 7.2, 7.3)
- Understand key principles of the Code of Ethics for the teaching profession. (Graduate Standards 7.1, 7.3, 7.4)
- Understand relevant legislative acts and regulations. (Graduate Standard 7.2)
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.
Last updated: 29 October 2019