|Year of offer||2019|
|Subject level||Graduate coursework|
|Fees||Subject EFTSL, Level, Discipline & Census Date|
In this subject Teacher Candidates will explore research, theories, and strategies that are useful for examining diversity and inclusion in Australian school classrooms. Teacher Candidates will investigate ways in which schools reinforce and/or challenge the social norms. Furthermore, Candidates will gain knowledge and understanding of physical, social and intellectual development and characteristics of students and how they affect learning.
The subject will also explore the school and the classroom itself with their own dominant systems of values, ideologies and differing relationships of power and authority. Teacher Candidates will examine curriculum and legislative requirements that inform school policy and the development of systems and strategies that support student safety and wellbeing. Inter-personal relationships in schools, classrooms and school communities will also be examined. Teacher Candidates will identify the types of interactions that occur as well as what opportunities for learning and development arise. As part of this subject teacher candidates will understand strategies for working effectively, sensitively and confidentially with parents/carers.
Intended learning outcomes
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers
On completion of this subject teacher candidates should be able to:
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice, and legislative requirements (Graduate Standards 4.1, 4.4)
- Build an understanding of the socio-cultural factors that shape students' learning, their school experiences and educational outcomes (Graduate Standard 4.1)
- Demonstrate knowledge of practical strategies for creating rapport with students and supporting students' wellbeing and safety in the classroom (Graduate Standards: n/a)
- Demonstrate knowledge and understanding of students' physical, cultural, social, religious, linguistic and intellectual characteristics and backgrounds for learning and development (Graduate Standards 1.1, 1.2, 1.3)
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms (Graduate Standard 5.4)
- 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