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Clinical Teaching Practice (Sec) 1 (EDUC90908)
Graduate courseworkPoints: 12.5On 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
Semester 2 (Extended)
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 Semester 2 (Extended) |
---|---|
Fees | Look up fees |
This subject provides opportunities for Teacher Candidates to begin to demonstrate the nexus between theory and the practice of teaching, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. During clinical teaching practice, experienced Mentor Teachers will continue to support Teacher Candidates in collaboration with university-based academics who are also engaged in the on-campus teaching program.
This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement in the secondary school context. The school placement focuses on developing an understanding of student characteristics, principles of learning and teaching, classroom management and school organisation in typical secondary school settings. Candidates begin to analyse teaching and learning to identify lesson formats that make productive classrooms and pedagogies, and are effective for individual students. Teacher Candidates will integrate the content of academic subjects taught during the semester with their teaching practice in an intentional manner in order to demonstrate developing understanding of students’ progression along learning and development trajectories. Teacher Candidates take graduated responsibility for the planning, implementation and assessment of lessons based on national and state curricula. Teacher Candidates will differentiate their teaching to include students with diverse needs and backgrounds and consider Aboriginal and Torres Strait Islander perspectives on learning and development.
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.
Note: Teacher Candidates who are not familiar with contemporary Australian school contexts are advised to undertake a program of workshops available as an alternate pathway for this subject and known as ‘Contemporary Australian Schooling’. These workshops will parallel Candidates’ introduction to the Australian classroom environment and the Victorian Curriculum. Teacher Candidates will develop knowledge of typical school structures, policies and procedures as well as skills for personal professional interaction between students, mentors and peers. Teacher Candidates undertaking this program will be expected to attend their school placement on all scheduled days and attend all professional practice seminars. There is a reduced requirement for independent, whole class teaching for the duration of the workshop program.
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 knowledge of the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.5, 1.6, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4)
- Demonstrate subject and pedagogical content knowledge to create inclusive and productive learning environments (Graduate Standards 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7)
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage students in their learning (Graduate Standards 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Create and maintain safe and supportive learning environments demonstrating knowledge of practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4, 4.5)
- Collect and analyse assessment data and evidence to inform clinical judgments about teaching interventions and reflect on teaching on learning outcomes (Graduate Standards 3.1, 3.2, 3.4, 3.6)
- Reflect on the ways in which educational theory and research inform teaching practice (Graduate Standards 6.1, 6.2, 6.3, 6.4)
- Demonstrate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.3, 7.4)
- Demonstrate knowledge of the relevant legislative acts and regulations (Graduate Standard 7.2)
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
Admission to Master of Teaching (Secondary); and
A current Working with Children Check
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90904 | Introduction to Clinical Practice (Sec) | Semester 1 (Early-Start) (On Campus - Parkville) |
12.5 |
Full time teacher candidates are required to undertake their two Learning Area 1 subjects in the same semester as this subject.
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91010 | Clinical Teaching Practice (Sec) 1 Ext | Year Long (On Campus - Parkville) |
12.5 |
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 |
---|---|---|
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level
| Throughout placement | 70% |
Learning Action Plan
| End of placement | 30% |
Hurdle requirement: Clinical Teaching ePortfolio | Throughout placement | N/A |
Hurdle requirement: 100% attendance on all placement days | Throughout placement | N/A |
Hurdle requirement: 100% attendance at all professional seminars | Throughout placement | N/A |
Hurdle requirement: Interim clinical teaching practice interview-based assessment | Mid-point of placement | N/A |
Hurdle requirement: Online modules and quizzes (60 minutes) focussing on 1. ethical use of ICT in teaching, 2. complying with legislative, administrative and organisational requirements and processes required for teachers according to school stage. | Prior to seminar 1 | N/A |
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Andrew Swainston Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 21 days of Clinical Teaching Practice in a secondary school, three 2-hour seminars. Total time commitment 170 hours Teaching period 3 February 2020 to 7 August 2020 Last self-enrol date 11 March 2020 Census date 30 April 2020 Last date to withdraw without fail 19 June 2020 Assessment period ends 28 August 2020 February contact information
- Semester 2 (Extended)
Principal coordinator Andrew Swainston Mode of delivery On Campus (Parkville) Contact hours The Semester 2 (Extended) study period is only availble to TCs with adjusted study plans. Permission of the Coordinator is required to enrol. Two preparation days, 21 days of Clinical Teaching Practice in a secondary school, three 2-hour seminars. Total time commitment 170 hours Teaching period 20 July 2020 to 14 December 2020 Last self-enrol date 31 July 2020 Census date 21 September 2020 Last date to withdraw without fail 16 October 2020 Assessment period ends 14 December 2020 Semester 2 (Extended) contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Readings will be provided via online learning management system.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024