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Clinical Teaching Practice (Sec) 3 (EDUC90910)
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
October
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 October |
---|---|
Fees | Look up fees |
This subject synthesises Teacher Candidates’ understanding of the characteristics of professional knowledge, clinical practice and engagement for professional accountability in the secondary school context. Teacher Candidates will reflect critically on the ways in which educational theory and research informs practice. Teacher Candidates will recognise an area of practice which they identify as a professional learning priority and reference this to the relevant components of the Australian Professional Standards for Teachers.
The school placement is focused on clinical teaching of designated learning areas in secondary classrooms. Teacher Candidates will demonstrate capacity to make sound clinical judgements and to independently deliver high impact clinical instruction for sustained periods using sequenced lessons and units of work. Teacher Candidates will demonstrate a high level of 21st century skills and their ability to develop these skills in students. 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.
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.
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 reflect on the ways in which educational theory and research inform teaching practice in understanding the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.4, 3.1, 3.5, 4.1, 4.4)
- Apply 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)
- 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 effectively using practical approaches to promote positive behaviours (Graduate Standards 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6)
- Design assessment tasks and interpret data and evidence to make clinical judgments about teaching interventions and critically reflect on teaching on learning outcomes (Graduate Standards 3.1, 3.2, 3.3, 3.4, 3.6, 5.1, 5.2, 5.3, 5.4, 5.5)
- Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs (Graduate Standards 6.1, 6.2, 6.3, 6.4)
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school community (Graduate Standards 7.1, 7.2, 7.3, 7.4)
- Understand key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2, 7.3, 7.4)
- Understand relevant legislative acts and regulations (Graduate Standards 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
A current Working with Children Check and
Full time teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90909 | Clinical Teaching Practice (Sec) 2 |
Semester 1 (Early-Start) (On Campus - Parkville)
Semester 2 (Extended) (On Campus - Parkville)
|
12.5 |
Extended plan teacher candidates:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91011 | Clinical Teaching Practice (Sec) 2 Ext | Not available in 2024 |
12.5 |
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 |
---|---|---|
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level (21 days) Hurdle requirement: This task must be passed to successfully complete the subject | Throughout placement | 50% |
Assessment for Graduate Teaching (AfGT) Task (Elements 1-3)
| End of semester | 50% |
Hurdle requirement: 100% attendance on all placement days, throughout placement | Throughout the teaching period | N/A |
Hurdle requirement: 100% attendance at all professional seminars, throughout placement | Throughout the teaching period | N/A |
Hurdle requirement: Interim clinical teaching practice interview-based assessment | Mid-point of placement | N/A |
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Harry Galatis Mode of delivery On Campus (Parkville) Contact hours One preparation day, 21 days of Clinical Teaching Practice in a secondary school, three 2-hour seminars. Total time commitment 170 hours Teaching period 17 February 2020 to 26 June 2020 Last self-enrol date 13 March 2020 Census date 30 April 2020 Last date to withdraw without fail 15 May 2020 Assessment period ends 3 July 2020 February contact information
- October
Principal coordinator Harry Galatis Mode of delivery On Campus (Parkville) Contact hours One preparation day, 21 days of Clinical Teaching Practice in a secondary school, three 2-hour seminars. Total time commitment 170 hours Teaching period 5 October 2020 to 30 November 2020 Last self-enrol date 16 October 2020 Census date 26 October 2020 Last date to withdraw without fail 13 November 2020 Assessment period ends 30 November 2020 October contact information
Time commitment details
170 hours
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2011). Teaching: Challenges and Dilemmas. (4th ed.), Melbourne: Cengage Learning Australia.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024