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Introduction to Clinical Practice (Sec) (EDUC90904)
Graduate courseworkPoints: 12.5Not available in 2024
Overview
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This subject will provide foundational conceptual frameworks for understanding learning and teaching necessary to Teacher Candidates’ development as Clinical Practitioners. It will examine how learning can be understood and enhanced from a range of evidence-based, theoretical perspectives. Candidates will gain knowledge and understanding of physical, social and intellectual development and how characteristics of students may affect learning. Specifically, pedagogical practices focusing on understanding how learning occurs and the processes that facilitate classroom learning will be identified. This subject will also support Teacher Candidates’ explorations of classroom management practices and strategies that support students’ well being and safety to provide high-quality learning environments that meet school and/or system, curriculum and legislative requirements. It will equip Teacher Candidates with the fundamental skills necessary to begin to observe, design and implement whole classroom approaches to inclusion. This subject will introduce the Clinical Judgement for Teaching Cycle as a primary approach to teacher practice that positions assessment as a key underpinning to teachers’ instructional planning using the collection and interpretation of valid evidence. Examples of various conceptualisations and purposes of assessment – such as unformal and formal, diagnostic, formative and summative assessment – will be used to develop deep understandings of methods of evidence collection and interpretation. The theme of this core subject is ‘planning and evidence’.
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.
- Identify learning as both a process and a product that has implications for teaching judgements (Graduate Standards 1.2)
- Understand physical, social and intellectual development and characteristics of students and how these may affect learning and implications for clinical judgements (Graduate Standards 1.1, 1.2, 5.5)
- Collect, analyse, interpret and use assessment evidence about learners, what they already know and what they are ready to learn, to make judgements about learning and subsequent teaching (Graduate Standards 1.1, 3.1, 5.1, 5.4, 5.5)
- Recognise and plan for the use of research-informed pedagogical practices in a specific context (Graduate Standards 1.2, 2.1, 3.3, 4.5)
- Recognise and develop safe and supportive learning environments that promote positive behaviour, wellbeing and the purposeful engagement of learners (Graduate Standards 1.4, 4.1, 4.2, 4.4)
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
None
Corequisites
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90901 | Educational Foundations (Sec) | Not available in 2024 |
6.25 |
EDUC90908 | Clinical Teaching Practice (Sec) 1 | Not available in 2024 |
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 |
---|---|---|
Planning document
| Mid semester | 30% |
Case study
| Late in the teaching period | 30% |
Clinical Praxis Exam (School) individual oral report (15 minutes; 2000 words equivalent for this subject). This is a shared task with EDUC90901 Educational Foundations (Sec)
| End of the teaching period | 40% |
Hurdle requirement: A minimum of 80% attendance at all scheduled seminars, tutorials and workshops | Throughout the teaching period | N/A |
Last updated: 10 February 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: 10 February 2024
Further information
- Texts
Prescribed texts
Griffin, P. (Ed.) (2014). Assessment for teaching. Port Melbourne, Vic: Cambridge University Press.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024