1. Handbook
  2. Subjects
  3. Becoming a Clinical Practitioner (Prim)

Becoming a Clinical Practitioner (Prim) (EDUC90880)

Graduate courseworkPoints: 6.25On Campus (Parkville)

You’re viewing the 2019 Handbook:
Or view archived Handbooks


Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90880
FeesSubject EFTSL, Level, Discipline & Census Date

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:

  • 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)

Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers.

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: 11 November 2018