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

Becoming a Clinical Practitioner (Sec) (EDUC90905)

Graduate courseworkPoints: 12.5On Campus (Parkville)

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

Overview

Year of offer2019
Subject levelGraduate coursework
Subject codeEDUC90905
Campus
Parkville
Availability
February
FeesSubject EFTSL, Level, Discipline & Census Date

This subject builds upon the knowledge and skills developed in EDUC90904 Introduction to Clinical Practice and EDUC90906 Integrating Language & Clinical Practice to support Teacher Candidates to become clinical practitioners. In so doing, Teacher Candidates will demonstrate their use of the Clinical Judgement for Teaching Cycle as a guide to interventionist assessment and pedagogical and instructional decision-making. Specifically, Teacher Candidates will demonstrate growing proficiency in knowledge and understanding of legislative requirements and teaching strategies necessary for orchestrating inclusive classrooms. They will develop curriculum, assessment and reporting knowledge to design differentiated learning interventions that meet the needs of learners and particularly support the participation and learning of students with disability.

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:

  1. Draw on their knowledge of diverse learners, instructional strategies and learning needs as central to making judgements about teaching inclusion (Graduate Standards 1.2, 1.5, 1.6)
  2. Use curriculum, assessment and reporting knowledge about individuals and groups of learners to make judgements about the alignment of assessment, teaching and learning (Graduate Standards 2.3, 2.5, 3.1, 3.6, 5.1, 5.4)
  3. Plan for and implement data assessment and research-informed interventionist practices that comply with legislation and support the diverse learning needs of across the full range of abilities (Graduate Standards 1.3, 1.5, 1.6, 2.3, 3.2, 4.1)
  4. 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: 10 January 2019