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Clinical Teaching Practice (EC&P) 4 (EDUC90987)
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
May
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 May |
|---|---|
| Fees | Look up fees |
This subject requires Teacher Candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement in the primary school context. The school placement focuses on clinical teaching and on developing an understanding of student characteristics, principles of learning and teaching, classroom management and school organisation in a generalist classroom. Candidates take responsibility for the planning, implementation and assessment of lessons based on national and state curricula during extended periods of supervised teaching and across all curriculum areas. Teacher Candidates will 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 support Teacher Candidates in collaboration 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 students should be able to:
(Note: Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.)
- Demonstrate that progress towards the attainment of Australian Professional Standards for Teachers is being consolidated
- Critically reflect on the ways in which educational theory and research inform teaching practice (Graduate Standards 1.2)
- Consolidate knowledge of the characteristics of learners (Graduate Standards 1.2, 1.5)
- Consolidate subject and pedagogical content knowledge to create inclusive and productive learning environments (Graduate Standards 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.4)
- Design and implement relevant generalist and specialised curriculum and pedagogy, integrating digital technologies and differentiating teaching and using effective verbal and non-verbal communication to engage students 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)
- Create and maintain safe and supportive learning environments using practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3)
- 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 5.1, 5.2, 5.3, 5.4)
- Consolidate understanding of how educational theory and research informs teaching practice (Graduate Standard 1.2)
- Consolidate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2)
- Consolidate knowledge of the relevant legislative acts and regulations (Graduate Standard 7.2)
Generic skills
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: 3 November 2022
Eligibility and requirements
Prerequisites
A current Working with Children Check and
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC90892 | Clinical Teaching Practice (EC) 1 |
February (On Campus - Parkville)
Year Long (Extended) (On Campus - Parkville)
Semester 2 (Extended) (On Campus - Parkville)
|
12.5 |
| EDUC90893 | Clinical Teaching Practice (EC) 2 |
Year Long (Extended) (On Campus - Parkville)
August (On Campus - Parkville)
Semester 1 (Extended) (On Campus - Parkville)
|
12.5 |
| EDUC90894 | Clinical Teaching Practice (EC) 3 |
Semester 2 (On Campus - Parkville)
February (On Campus - Parkville)
|
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: 3 November 2022
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 (equivalent to 3500 words)
| Throughout placement | 70% |
Report on Teaching Practice (written report on a 10-min video-recording)
| End of placement | 30% |
| Hurdle requirement: 100% attendance at all placement days | Throughout placement | N/A |
| Hurdle requirement: The interim clinical teaching practice report must be passed | Mid-placement | N/A |
| Hurdle requirement: Submission of a 10-minute video recording | End of placement | N/A |
| Hurdle requirement: All graded tasks must be passed and all hurdles met to successfully complete the subject | Throughout placement | N/A |
Last updated: 3 November 2022
Dates & times
- February
Principal coordinator Bree Hurn Mode of delivery On Campus (Parkville) Contact hours Total time commitment 170 hours Teaching period 1 February 2020 to 30 April 2020 Last self-enrol date 19 February 2020 Census date 28 February 2020 Last date to withdraw without fail 3 April 2020 Assessment period ends 15 May 2020 February contact information
- May
Coordinator Bree Hurn Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 17 days of Clinical Teaching Practice in a primary school, one 2‐hour seminar. Total time commitment 170 hours Teaching period 25 May 2020 to 4 September 2020 Last self-enrol date 15 June 2020 Census date 19 June 2020 Last date to withdraw without fail 31 July 2020 Assessment period ends 4 September 2020 May contact information
Time commitment details
170 hours
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
Churchill, R., Ferguson, P., Gordinho, S., Johnson, N. F., Keddie, A., Letts, W., & Nicholson, P. (216) Teaching: Making a Difference. Milto: Wiley
Hampe, N. (2013). Reflective practice and writing: A guide to getting started.
Worley, P. (2015), Open thinking, closed questioning: Two kinds of open and closed question, Journal of Philosophy in Schools 2(2).
Last updated: 3 November 2022