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This subject is for all Teacher Candidates in the Master of Teaching Secondary. 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 inherent within. Furthermore, candidates will gain knowledge and understanding of physical, social and intellectual development and characteristics of students and how they affect learning. Furthermore, this subject will explore teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic and religious background.
The subject will also examine the school and the classroom itself with their own dominant systems of values, ideologies and differing relationships of power and authority. Inter-personal relationships in schools and classrooms and with communities will also be examined and 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
On completion of this subject teacher candidates should be able to:
Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.
- Critically consider system and school-based responses to addressing issues relating to equity, inclusion and social justice (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 Standards 4.1)
- Demonstrate knowledge of practical strategies for creating rapport with students and supporting students' wellbeing and safety in the classroom (Graduate Standards 4.4)
- Demonstrate knowledge and understanding of teaching and learning strategies which are responsive to students’ physical, cultural, social, linguistic, religious and intellectual needs. (Graduate Standards 1.1, 1.2, 1.3, 2.3, 5.1)
- Develop a critical analysis of the wider social and global context of education systems, schools and classrooms (Graduate Standards 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
Last updated: 9 October 2020