|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
This subject synthesises Teacher Candidates’ understanding of the characteristics of professional knowledge, clinical practice and engagement for professional accountability in the secondary school context. Teacher Candidates will reflect critically on the ways in which educational theory and research informs practice. Teacher Candidates will recognise an area of practice which they identify as a professional learning priority and reference this to the relevant components of the Australian Professional Standards for Teachers.
The school placement is focused on clinical teaching of designated learning areas in secondary classrooms. Teacher Candidates will demonstrate capacity to make sound clinical judgements and to independently deliver high impact clinical instruction for sustained periods using sequenced lessons and units of work. Teacher Candidates will demonstrate a high level of 21st century skills and their ability to develop these skills in students. 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.
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:
- Critically reflect on the ways in which educational theory and research inform teaching practice in understanding the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 3.1, 3.5, 4.1, 4.4)
- Apply 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 effectively using practical approaches to promote positive behaviours (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 assessment tasks and interpret data and evidence to make clinical judgments about teaching interventions and critically reflect on teaching on learning outcomes (Graduate Standards 3.1, 3.2, 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5)
- Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs (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, 7.4)
- Understand key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2, 7.3, 7.4)
- Understand relevant legislative acts and regulations (Graduate Standards 7.2)
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
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