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 in first half year 2021.
About this subject
- Eligibility and requirements
- Dates and times
- Further information
- Timetable currently unavailable(opens in new window)
The 2021 timetable will be available on 8 December, and after this date you will be able to view the classes for all 2021 subjects. Timetable preference entry will open for Summer subjects on 8 December. Visit the class timetable page for more information on creating your timetable.
Please refer to the specific study period for contact information.
February - Online
|Fees||Look up fees|
This subject builds upon the knowledge and skills developed in EDUC90885 Introduction to Clinical Practice and EDUC90880 Integrating Clinical Practice to support Teacher Candidates to become clinical practitioners. In so doing, Teacher Candidates will demonstrate their use of the Clinical Teaching Cycle as a guide to interventionist assessment and pedagogical and instructional decision-making. Specifically, Teacher Candidates will demonstrate growing proficiency in orchestrating inclusive classrooms, differentiating instruction and adjusting teaching to meet the needs of learners. In becoming clinical practitioners, Teacher Candidates will also develop capabilities which will prepare them to identify the scope of learning needs within a student group; the suitability of evidence collection for informing clinical judgement; and evidence-based learning progressions. The theme of the content presented in this core subject is ‘student data and interventionist practice’.
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.
- Draw on their knowledge of diverse learners and learning needs as central to making judgements about teaching for inclusion (Graduate Standards 1.2, 1.5; 1.6)
- Use data about individuals and groups of learners to make judgements about the alignment of assessment, teaching and learning (Graduate Standards 3.1; 3.6; 5.1; 5.4)
- Plan for and implement research-informed interventionist practices to cater for diverse learners (Graduate Standards 1.5; 1.6, 2.3, 3.2, 4.1)
- Demonstrate knowledge of practical interventions that manage challenging behaviours (Graduate Standards 1.6; 4.3)
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: 20 November 2020