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Clinical Teaching Practice (Sec) 2 (EDUC90909)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 1 (Extended)
Overview
Availability | Semester 1 (Extended) July |
---|---|
Fees | Look up fees |
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. Teacher Candidates will consolidate and deepen their understandings of professional knowledge, clinical teaching practice and professional engagement in the secondary school context.
This subject has a particular focus on assessment of individual students. Teacher Candidates will learn how to closely track student learning, to record and analyse assessment data and make clinical judgements for future teaching. Teacher Candidates will also understand a range of strategies for reporting to students, and parents/carers utilising records of student achievement. Teacher Candidates will extend their responsibility for the planning, implementation and assessment of lessons based on national and state curricula during extended periods of supervised teaching. Teacher Candidates will continue 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 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 with topics.
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.
- Consolidate knowledge of the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.5, 1.6, 2.4, 3.1, 3.5, 4.1, 4.2, 4.3, 4.4)
- Consolidate 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 using practical approaches to promote positive behaviours (Graduate Standards 4.1, 4.2, 4.3, 4.4, 4.5)
- Design assessment tools and tasks and interpret data and evidence to make clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes when reporting to students and parents/carers (Graduate Standards 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, 5.1, 5.2, 5.3, 5.4, 5.5)
- Consolidate understanding of how educational theory and research inform teaching practice (Graduate Standards 5.1, 5.2, 5.4, 6.1, 6.2, 6.3, 6.4)
- Consolidate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.2, 7.3, 7.4)
- Consolidate knowledge of the 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
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90908 | Clinical Teaching Practice (Sec) 1 |
July (On Campus - Parkville)
Semester 1 (Extended) (On Campus - Parkville)
March (On Campus - Parkville)
|
12.5 |
and a current Working with Children Check.
Corequisites
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90902 | Diverse and Inclusive Classrooms (Sec) | Semester 2 (Dual-Delivery - Parkville) |
6.25 |
EDUC90906 | Integrating Language & Clinical Practice | Semester 2 (Early-Start) (Dual-Delivery - Parkville) |
12.5 |
Full time teacher candidates are required to undertake their two Learning Area 2 subjects in the same semester as this subject.
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91011 | Clinical Teaching Practice (Sec) 2 Ext | Year Long (Extended) (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
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 |
Last updated: 10 February 2024
Dates & times
- Semester 1 (Extended)
Principal coordinator Andrew Swainston Mode of delivery On Campus (Parkville) Contact hours The Semester 1 (Early-Start) study period is only availble to TCs with adjusted study plans. Permission of the Coordinator is required to enrol. One preparation day, 21 days of Clinical Teaching Practice in a secondary school, three 2-hour seminars. Total time commitment 170 hours Teaching period 1 March 2021 to 25 June 2021 Last self-enrol date 12 March 2021 Census date 31 March 2021 Last date to withdraw without fail 7 May 2021 Assessment period ends 2 July 2021 Semester 1 (Extended) contact information
- July
Principal coordinator Dave Camilleri 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 26 July 2021 to 4 October 2021 Last self-enrol date 9 August 2021 Census date 20 August 2021 Last date to withdraw without fail 17 September 2021 Assessment period ends 8 October 2021
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