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This subject develops Teacher Candidates’ understanding of the place of Accounting education in the Australian secondary curriculum and the various factors that impact upon its implementation in school contexts. Curriculum frameworks such as the Victorian Certificate of Education (VCE), the Victorian Curriculum and the Australian Curriculum will be examined to enhance Teacher Candidates’ appreciation of the disciplinary knowledge and skills required to teach, and learn, Accounting in a secondary school setting.
Subject specific literacy and numeracy demands of Accounting will be examined and a range of pedagogical approaches will be discussed to provide learning experiences and opportunities for Teacher Candidates to analyse and demonstrate how students’ subject specific literacy and numeracy might be developed in Accounting. Contemporary digital technologies will be incorporated, where appropriate, to support Teacher Candidates to enhance their knowledge, skills and capabilities to use such technologies to support student learning in Accounting, as well as their own professional practice.
Teacher Candidates will develop their knowledge of how to plan Accounting lessons and units of work that take into account context, curriculum, pedagogy and assessment to support diverse students to meet specific learning outcomes. They will have an opportunity to implement an Accounting lesson and to use a variety of data as evidence of the effectiveness of their teaching practice on student learning. Reflection on teaching practice will be facilitated through collegiate interaction and self-evaluation to identify areas for future professional growth and development as an Accounting educator.
Intended learning outcomes
On completion of this subject students should be able to:
- Articulate an informed understanding of current policy, research and theory that impact upon Accounting education in school settings (Graduate Standard 1.2, 2.1)
- Demonstrate an understanding of Accounting curriculum frameworks and their use in the design of lesson and unit plans (Graduate Standard 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5)
- Develop Accounting lesson and unit plans in accordance with curriculum frameworks, which utilise discipline specific knowledge (Graduate Standard 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5)
- Interpret, design and implement Accounting teaching interventions, which integrate digital technologies, to support student learning (Graduate Standard 1.1, 1.2, 2.1, 2.6, 3.1, 3.3, 3.4, 3.5)
- Examine, and demonstrate understanding of, teaching interventions which support the development of subject specific literacy and numeracy in Accounting (Graduate Standard 1.2, 2.1, 2.5, 3.1, 3.3, 3.4, 3.5)
- Collect and analyse student data using assessment tools and tasks to make sound clinical judgments about teaching interventions in Accounting and their effectiveness in relation to specific learners (Graduate Standard 1.1, 1.3, 1.5, 2.1, 3.6, 5.1, 5.4)
- Demonstrate the ability to reflect on feedback on the effectiveness of lesson planning and teaching practice in Accounting with respect to impact on student learning (Graduate Standard 3.6, 5.1, 5.2, 5.4)
- Identify areas for future professional growth in teaching practice in Accounting (Graduate Standard 6.1, 6.4, 7.4)
This subject will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creating and innovating
- Working in teams communicating and collaborating with other professionals
- Learning to learn and metacognition
- Being responsive to a changing knowledge base
- Reflecting and continually making improvements
- Linking theory and practice
- Inquiring and researching
- Becoming a citizen and taking personal and social responsibility.
Last updated: 29 October 2019