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Semester 1 - Dual-Delivery
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This subject introduces Teacher Candidates to the theory and practice of teaching Economics in the context of Australian/Victorian Curricula and Frameworks. This subject provides Teacher Candidates with both the knowledge base and skills of professional practice, enabling them to effectively educate senior secondary school students (VCE) in this specific learning area, and to work effectively within school contexts.
Teacher Candidates are supported to develop knowledge and skills related to curriculum content, best practice pedagogy and assessment, as well as the application and management of these activities in classrooms. Framed through the Clinical Teaching Model, they are supported to adapt and apply this knowledge in lesson planning, including the selection and integration of teaching strategies and resources, including the effective and appropriate use of ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.
The assessment tasks in this subject will support the development of Teacher Candidates’ understanding of contemporary theories and pedagogies of the Economics field and their relationship with content and pedagogical knowledge, along with specific skills in developing, sequencing, and delivering programs.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Critically reflect on research into how students learn through an emerging understanding of Economics curriculum and theory and implications for effective teaching practice.
- Design achievable Economics learning goals, lesson plans and learning sequences, integrating knowledge of student learning, curriculum, assessment, and reporting.
- Demonstrate strong Economics subject and pedagogical content knowledge that meets the specific needs of students from diverse backgrounds and promotes participation and inclusion of all students in their learning.
- Select and integrate Economics teaching strategies and resources, including ICT, to meet the specific needs of students from diverse backgrounds, and to engage students in their learning.
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- Creativity and innovation.
- Learning to learn and metacognition.
- Responsiveness to a changing knowledge base.
- Reflection for continuous improvement.
- Linking theory and practice.
- Inquiry and research.
Last updated: 29 July 2022