Handbook home
Clinical Teaching Practice (EC) 1 (EDUC90892)
Graduate courseworkPoints: 12.5Not available in 2024
Overview
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: 23 April 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 | Not available in 2024 |
12.5 |
Part time students:
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90898 | Introduction to Clinical Practice (EC) | Not available in 2024 |
6.25 |
EDUC90891 | Becoming a Clinical Practitioner (EC) | July (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: 23 April 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: 23 April 2024
Dates & times
Not available in 2024
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 23 April 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: 23 April 2024