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Semester 1 (Extended)
Year Long (Extended)
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This subject provides further opportunities for Teacher Candidates to consolidate their understanding of the nexus between theory and practice of teaching, drawing on a range of theoretical perspectives and contemporary research whilst teaching children aged three to five years.
This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement. Guided by the National Quality Framework, Teacher Candidates will extend their ability to closely observe children’s learning and development, taking increasing responsibility for the planning, implementation and evaluation of learning experiences, demonstrating their developing understanding of children’s progression along learning and development trajectories. Teacher Candidates will continue to differentiate their teaching to include students with diverse needs and backgrounds and will take into account Aboriginal and Torres Strait Islander perspectives on learning and development. Experienced 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:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Demonstrate that progress towards attainment of Australian Professional Standards for Teachers is being consolidated.
- Consolidate knowledge of 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);
- Consolidate pedagogical content knowledge to create inclusive and productive playbased 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, integrating digital technologies and differentiating teaching to engage children in their learning (Graduate Standards 1.5, 2.1, 2.2, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.5, 5.4);
- Create and maintain safe and supportive learning environments using 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 judgements 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);
- Consolidate understanding of how educational theory and research informs teaching practice (Graduate Standards 1.2);
- Consolidate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.3, 7.4); and
- Consolidate knowledge of the relevant legislative acts and regulations (Graduate Standards 7.2).
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 July 2022