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Becoming a Clinical Practitioner (Prim) (EDUC90880)
Graduate courseworkPoints: 6.25On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | February |
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Fees | Look up fees |
This subject builds upon the knowledge and skills developed in EDUC90885 Introduction to Clinical Practice and EDUC90880 Integrating Clinical Practice to support Teacher Candidates to become clinical practitioners. In so doing, Teacher Candidates will demonstrate their use of the Clinical Teaching Cycle as a guide to interventionist assessment and pedagogical and instructional decision-making. Specifically, Teacher Candidates will demonstrate growing proficiency in orchestrating inclusive classrooms, differentiating instruction and adjusting teaching to meet the needs of learners. In becoming clinical practitioners, Teacher Candidates will also develop capabilities which will prepare them to identify the scope of learning needs within a student group; the suitability of evidence collection for informing clinical judgement; and evidence-based learning progressions. The theme of the content presented in this core subject is ‘student data and interventionist practice’.
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.
- Draw on their knowledge of diverse learners and learning needs as central to making judgements about teaching for inclusion (Graduate Standards 1.2, 1.5; 1.6)
- Use data about individuals and groups of learners to make judgements about the alignment of assessment, teaching and learning (Graduate Standards 3.1; 3.6; 5.1; 5.4)
- Plan for and implement research-informed interventionist practices to cater for diverse learners (Graduate Standards 1.5; 1.6, 2.3, 3.2, 4.1)
- Demonstrate knowledge of practical interventions that manage challenging behaviours (Graduate Standards 1.6; 4.3)
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
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90884 | Integrating Clinical Practice (Prim) | July (On Campus - Parkville) |
6.25 |
Corequisites
None
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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
---|---|---|
Essay
| Mid semester | 75% |
Assessment for Graduate Teaching (AfGT) Task Element 4
| End of semester | 25% |
Hurdle requirement: 80% attendance at all seminars, tutorials and workshops, throughout the subject | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- February
Coordinator Natasha Ziebell Mode of delivery On Campus (Parkville) Contact hours 18 hours Total time commitment 85 hours Teaching period 24 February 2020 to 3 April 2020 Last self-enrol date 3 March 2020 Census date 30 April 2020 Last date to withdraw without fail 8 May 2020 Assessment period ends 1 June 2020 February contact information
Time commitment details
85 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Griffin, P. (Ed.) (2014). Assessment for teaching. Port Melbourne, Vic: Cambridge University Press.
Woolfolk, A., & Margetts, K. (2016). Educational psychology (4th edition). Melbourne, Vic.: Pearson.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Primary)
Last updated: 10 February 2024