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Clinical Teaching Practice (EC) 1 (EDUC90892)
Graduate courseworkPoints: 12.5On Campus (Parkville)
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About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Year Long (Extended)
June
August
Overview
Availability | February Year Long (Extended) June August |
---|---|
Fees | Look up fees |
This subject provides opportunities for Teacher Candidates to demonstrate the nexus between the theory and practice of teaching when teaching children aged from birth to 35 months, drawing on a range of theoretical perspectives and contemporary research to support their teaching practice. This subject requires teacher candidates to demonstrate their developing professional knowledge, clinical practice, and professional engagement. 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 children’s progression along learning and development trajectories. During clinical teaching practice, experienced Mentor Teachers support Teacher Candidates in collaboration with academics who have relevant areas of expertise.
Guided by the National Quality Framework, Teacher Candidates undertake graduated responsibility for the planning, implementation and assessment of learning experiences. Teacher Candidates will differentiate their teaching to include children 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.
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 all (Graduate) Australian Professional Standards for Teachers
- Demonstrate knowledge of the characteristics of learners (Graduate Standards 1.1, 1.2, 1.3, 1.4, 1.5, 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, 3.1, 3.2, 3.3, 3.4, 3.6, 4.1, 4.2, 4.4);
- Design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage students in their learning (Graduate Standards 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 4.5, 5.4);
- 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);
- Collect and analyse assessment data and evidence to inform clinical judgments about teaching interventions and reflect on teaching on learning outcomes (Graduate Standards 2.3, 5.4);
- Reflect on the ways in which educational theory and research informs teaching practice (Graduate Standards 1.2);
- Demonstrate knowledge of key principles of the Code of Ethics for the teaching profession (Graduate Standards 7.1, 7.3, 7.4); and
- Demonstrate knowledge of the relevant legislative acts and regulations (Graduate Standards 1.6, 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
Corequisites
Full time students:
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90897 | Infant & Toddler Learning & Development | Semester 1 (Early-Start) (Online) |
12.5 |
Part time students:
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90898 | Introduction to Clinical Practice (EC) | February (Online) |
6.25 |
EDUC90891 | Becoming a Clinical Practitioner (EC) | Semester 2 (Early-Start) (Online) |
12.5 |
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
Description | Timing | Percentage |
---|---|---|
Demonstration of clinical teaching practice against Australian Professional Standards for Teachers at the Graduate level – 20 days | Throughout placement | 70% |
Clinical Teaching Practice ePortfolio
| Throughout placement | 30% |
Hurdle requirement: Both graded tasks must be passed and all hurdles met to successfully complete the subject | N/A | |
Hurdle requirement: 100% attendance on all placement days | Throughout placement | N/A |
Hurdle requirement: 100% attendance at all professional seminars (or an approved alternative learning activity) | Throughout placement | N/A |
Hurdle requirement: Interim clinical teaching practice interview-based assessment | Full-time: Prior to block placement, Part-time: End of Semester 1 | N/A |
Online module and quiz focussing on ethical use of ICT in teaching
| Prior to Seminar 1 | N/A |
Last updated: 10 February 2024
Dates & times
- February
Principal coordinator Sonja Arndt Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. (This Semester 1 offering is timetabled to fit the schedule of full time students). Total time commitment 170 hours Teaching period 22 February 2022 to 29 April 2022 Last self-enrol date 7 March 2022 Census date 18 March 2022 Last date to withdraw without fail 29 April 2022 Assessment period ends 10 June 2022 February contact information
- Year Long (Extended)
Principal coordinator Sonja Arndt Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. (This Year Long (Extended) offering is timetabled to fit the schedule of part-time students) Total time commitment 170 hours Teaching period 22 February 2022 to 7 November 2022 Last self-enrol date 4 March 2022 Census date 31 May 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Year Long (Extended) contact information
- June
Principal coordinator Sonja Arndt Mode of delivery On Campus (Parkville) Contact hours Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. Total time commitment 170 hours Teaching period 20 June 2022 to 12 August 2022 Last self-enrol date 30 June 2022 Census date 8 July 2022 Last date to withdraw without fail 12 August 2022 Assessment period ends 1 September 2022 June contact information
- August
Principal coordinator Sonja Arndt Mode of delivery On Campus (Parkville) Contact hours Enrolment in the August study period is only permitted with approval of the Coordinator. Two preparation days, 20 days of Clinical Teaching Practice in an early childhood education and care setting, and 6 hours of seminars. Total time commitment 170 hours Teaching period 1 August 2022 to 23 September 2022 Last self-enrol date 11 August 2022 Census date 26 August 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 31 October 2022 August contact information
Time commitment details
170 hours
Additional delivery details
Semester 1 is timetabled to fit the schedule of full time students.
Year Long (Extended) is timetabled to fit the schedule of part time students.
August enrolment requires approval from the Coordinator.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
MacNaughton, G. and Williams, G. (2009) Techniques for teaching young children. Choices for theory and practice (3rd ed.). Pearson Education: Australia
Belonging, Being & Becoming: The Early Years Learning Framework for Australia, Department of Education, Employment and Workplace Relations for the Council of Australian Governments, Commonwealth of Australia, 2009.
Department of Education and Early Childhood Development (DEECD). (2009). Victorian Early Years Learning and Development Framework. Melbourne, Australia: Early Childhood Strategy Division.
Australian Children's Education and Care Quality Authority (ACECQA). (2013). Guide to the National Quality Standard Retrieved from http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-Guide-to-NQS-130902.pdf
CLASS materials through Brookes Publishing online:
- Electronic Dimensions Guide x 2 (Infant, Toddler)
- Electronic access to the Teachstone Video Libraries
- Kick off session recording for Toddler tool
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary) Course Master of Teaching (Early Childhood)
Last updated: 10 February 2024