Year
2021Credit points
10Campus offering
No unit offerings are currently available for this unitPrerequisites
EDES103 Understanding Learners and Their Contexts
Incompatible
EDFX241 Education Studies and Professional Experience 1: Becoming a Teacher ; EDFX271 Creating Inclusive, Safe and Supportive Learning Environment
Unit rationale, description and aim
Includes: 15 days placement in an educational setting
Teaching is a multi-faceted profession and teachers need to have an understanding of the complexities of the teacher’s role in order to inform their teaching practice and meet the challenges of teaching in a rapidly changing world.
Becoming a Teacher is the first unit in the Effective Teaching sequence. It explores the evolving aims and structures of education and the consequent changing nature of teachers' work. Though engagement with education literature and policy documents, pre-service teachers will develop knowledge of the ethical, legal and professional responsibilities of teachers and understanding of the challenges of teaching in a contemporary world characterised by rapid advances in technologies, and increased diversity of student populations. Effective teaching strategies and the skills of communication in education contexts will be observed, practised, and critiqued. Pre-service teachers will have opportunities to observe and critically reflect on educational contexts and to practise and apply introductory teaching skills through undertaking a 15-day professional experience placement.
The aim of this unit is to enable pre-service teachers to develop their understanding of the role of teachers in the 21st century, and to develop their initial philosophy of teaching and their teaching skills.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
On successful completion of this unit, students should be able to:
LO1 - Describe the diverse characteristics of Australian educational settings and Australian learners and demonstrate an understanding of the complexities of the teacher’s role (GA1, GA7; APST 1.1, 7.2; ACECQA: E1, F3)
LO2 - Identify and comply with legal and ethical requirements of teachers, and describe and apply policies and strategies for providing safe and supportive environments children and young people (GA3, GA5; APST 3.5, 4.2, 4.4, 4.5, 7.1, 7.2; ACECQA A4, E3)
LO3 - Apply introductory knowledge of curriculum, communication and teaching strategies to organise content and design and implement learning activities to engage learners (GA5, GA7; APST 1.1, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 5.1, 7.2; ACECQA: B2, C4)
LO4 - Complete a successful professional experience in an educational setting engaging in critical reflection and responding to feedback from colleagues and supervisors to improve teaching practice (GA1, GA3, GA4, GA5, GA7; APST 1.3, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 4.2, 4.4, 4.5, 5.1, 6.1, 6.3, 7.1, 7.2: ACECQA A4, B2, C4, E3, F3)
Graduate attributes
GA1 - demonstrate respect for the dignity of each individual and for human diversity
GA3 - apply ethical perspectives in informed decision making
GA4 - think critically and reflectively
GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession
GA7 - work both autonomously and collaboratively
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to:
1.1 Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning |
2.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area. |
2.2 Organise content into an effective learning and teaching sequence. |
2.3 Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans. |
3.1 Set learning goals that provide achievable challenges for students of varying abilities and characteristics. |
3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. |
3.3 Include a range of teaching strategies. |
3.4 Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning. |
3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement. |
4.2 Demonstrate the capacity to organise classroom activities and provide clear directions. |
4.4 Describe strategies that support students’ well-being and safety working within school and/or system, curriculum and legislative requirements. |
4.5 Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching |
5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning. |
5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning |
6.1 Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs. |
6.3 Seek and apply constructive feedback from supervisors and teachers to improve teaching practices. |
7.1 Understand and apply the key principles described in codes of ethics and conduct for the teaching profession. |
7.2 Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. |
ACECQA CURRICULUM SPECIFICATIONS
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:
A Child development and care A4 child health, well-being and safety |
B Education and curriculum studies B2 the Australian Curriculum |
C Teaching pedagogies C4 teaching methods and strategies |
E History and philosophy of early childhood E1 historical and comparative perspectives E3 ethics and professional practice |
F Early childhood professional practice F3 professional identity and development |
Content
Topics will include:
The profession of teaching:
- The history of schooling in Australia: its aims and purposes, the consequent changing nature of the teacher’s role and the complexities of the teacher’s role in Australia in the 21st Century
- Australian Professional Standards for Teachers; organisational policies and processes; principles and codes of ethics and conduct; legal and professional responsibilities including Duty of Care, Child Protection and Mandatory reporting
- Developing a personal philosophy of teaching and commencing a digital portfolio/ePortfolio of teaching practice
Professional communication in educational contexts:
- Characteristics of effective teachers: teacher persona and voice,
- Teacher behaviours to promote positive engagement - setting achievable and challenging learning goals, giving clear directions, with-it-ness (whole class awareness); attention-getting moves.
- Building positive, safe and supportive learning environments, getting to know your learners, appropriate teacher-student communication
Introduction to teaching strategies:
- Explicit strategies such as demonstrating and explaining
- Strategies for teaching small groups
- Introduction to technology and teaching: multi-modal communication
Introduction to planning:
- The structure of Australian schooling and curriculum: stages of education and authorities (Federal, State, Catholic, Independent, and home schooling)
- Setting clear and appropriate learning goals
- Planning and implementing learning activities linked to curriculum content and learning outcomes
- Formal and informal assessment strategies and strategies for providing appropriate feedback
The Professional Experience:
- Teacher self-care: physical and mental wellbeing and building resilience
- Observation, reflection and applying constructive feedback as strategies that guide professional learning and growth
- This unit includes a mandatory module on working with children and young people that focuses on responding to concerns and strategies to keep ourselves and others safe and support children, young people and vulnerable adults.
Learning and teaching strategy and rationale
This is a 10-credit point unit and has been designed to ensure that the time needed to complete the required volume of learning to the requisite standard is approximately 150 hours in total across the semester. This includes direct teaching, reading and preparation of assessments, and a professional experience placement.
This unit applies a social constructivist approach to develop pre-service teachers’ understanding of the complexities of the teacher’s role through engagement in readings, class discussions and group activities. The skills of professional communication and the ability to work collaboratively are developed through practical tasks in tutorials, culminating in group presentations. This provides opportunities for pre-service teachers to build their skills of verbal, written and multi-media communication, and to build their confidence in presenting to groups, in a safe and supportive environment prior to applying these skills in a relevant educational setting. Knowledge of curriculum and teaching strategies and planning skills are introduced and developed through designing learning experiences and lesson plans appropriate for the educational context. The placement enables pre-service teachers to observe and engage with experienced practitioners and to make links between theory and its application to the learning environment. Pre-service teachers will commence the process of gathering and reflecting upon evidence of their attainment of relevant Australian Professional Standards for Teachers: Graduate, in the Digital Portfolio (ePortfolio).
The learning and teaching strategies may include:
- Formal online weekly input by the teaching team and moderated by a panel of guests of experienced practitioners and teachers;
- Hands-on tutorials and discussion sessions that promote peer learning; and
- Online activities.
Technology Enhanced Learning
The unit includes a Learning Environment Online (LEO) site with resources and online links, announcements, and a discussion board to post questions and reflections that promote connection between on campus content and school experiences.
- Video illustrations of teaching practice and focussed readings to address a wide spectrum of teaching contexts, practices and competencies;
- Online focused readings to help students prepare for the weekly schedule.
PROFESSIONAL EXPERIENCE: TEACHING REQUIREMENTS
Within this Effective Teaching unit pre-service teachers will undertake, in pairs where possible, a professional experience placement comprising 15 days in an educational setting.
- A pre-service Early Childhood teacher – in an Early Childhood context
- A pre-service Primary teacher – in a Primary context
- A pre-service Early Childhood and Primary (ECP) teacher – in an Early Childhood context (aged 3 – 5 years)
- A pre-service teacher preparing to teach across Primary and Secondary – in a Primary context, or with the permission of the Lecturer-in-Charge, alternatively a Secondary context
- A pre-service Secondary teacher – in a Secondary context.
Pre-service teachers will develop the habit of critically reflective practice through guided reflection upon their observations of their class and the educational setting. In collaboration with their supervising teachers and other professional colleagues, they will develop basic teaching skills through assisting in the delivery of high-quality teaching episodes and teaching small groups and whole classes. They will critically reflect upon their teaching, and self-audit their progression and attainment of key teaching skills and standards.
The recommended arrangement of the 15 days is:
- 5 days prior to the commencement of the block for example one day a week, by negotiation with the educational provider
- 10 days of continuous engagement (the “Block”).
Recommended Teaching Experiences
The following engagements are recommended across the 15 day placement. They provide a scaffolded, praxis-oriented approach to building experience, competency and confidence, and are designed to align with on-campus content. These engagements are to be discussed, negotiated and planned with the supervising teacher/s.
Days 1 – 5 (Single days or incorporated into the block)
Proposed Teaching Expectations
Day 1 – 3: Orientation, observation and assisting the supervising and nominated teacher/s in the teaching and learning process
Days 3 – 5: Observation and assisting the supervising and nominated teacher/s, plus planning and implementation of one teaching episode per day with a focus on small groups and practicing the skills developed through micro-teaching opportunities
Block Practicum: Days 6 – 15
Proposed Teaching Expectations
Days 6 – 15: Observation and assisting the supervising and nominated teacher/s, plus planning and implementation of one or two teaching episodes per day, including transitions, small groups and building to taking responsibility for whole classes/groups and class routines. Practicum reflection, self-auditing and evaluation.
The following engagements are recommended across the 15-day placement for early childhood settings. Pre-service teachers should complete EDET100 together with their completion of EDEC111 during the same semester.
Days 1 – 5 (Single days or incorporated into the block)
Proposed Teaching Expectations
Days 1-5
a) Orientation, observation and assisting the supervising teacher/s
b) Observation and assisting the supervising teacher/s, plus planning and implementation of two teaching episodes per day
c) Observation and active participation in small group teaching; assisting the Supervising Teacher in the teaching and learning process, plus managing context routines
d) Observation of teachers in the learning context, their teaching and practices, management of contexts and individuals
e) Observe communication skills that the Supervising Teacher uses with children/learners, parents and other staff
f) Critical reflection on pre-service teacher’s role in the early childhood education setting as participant, leader, team member, co-teacher/collaborator
Block Practicum: Days 6-15
Proposed Teaching Expectations
Days 6-15
a) Structured observations and small group / team teaching
b) Plan / implement and assess a set of two, play-based, sequential learning experiences per day individually or with the other pre-service teacher (if in a paired placement)
c) Managing context routines or transitions connected to sequenced lesson/learning experience
d) Ongoing observation of teachers and other education stakeholders (e.g. transdisciplinary specialists, leadership teams, other teachers etc.) in the education setting, their teaching and practices, management of the learning environment and children
(e) Continual self-reflection and evaluation
Assessment strategy and rationale
The assessment load and weighting of the assessments in this unit have been designed to incorporate the professional experience. The written assessment load in this unit has been adjusted accordingly.
A range of assessment procedures are used to help the pre-service teacher to progressively demonstrate achievement of the unit learning outcomes and develop graduate attributes and academic standards consistent with University assessment requirements. The Effective Teaching units in this course focus on developing understanding of, and skills across the domains of professional knowledge, practice and engagement needed to meet expectations of ACECQA criteria and the APST: Graduate level.
The assessments in this unit focus on understanding the profession of teaching and the facilitation of pre-service teachers’ development of their philosophy of teaching and their communication and teaching skills. The two summative and graded assessment tasks are sequenced to allow feedback and progressive development. Through completing Task 1, the pre-service teachers will have the opportunity to observe, read and reflect on their experiences and current education literature to analyse contemporary challenges and understand the implications for the teacher of the 21st century. Undertaken in groups, task 1 will expand their understanding of the diversity of educational settings and build their capacity to communicate professionally and to work collaboratively with colleagues. Task 2 will help pre-service teachers to observe and reflect on their placement experiences as they identify and describe a specific learner or group of learners in their educational setting and design a teaching and learning activity that will meet their particular needs and align with specific curriculum content.
Minimum Achievement Standards
The assessment tasks and their weighting for this unit are designed to demonstrate achievement of each learning outcome. In order to pass this unit, students are required to submit all assessment tasks, meet the learning outcomes of the unit and achieve a minimum overall passing grade of 50%.
In addition, Pre-service teachers must attain a Pass in the two hurdle tasks. These are the preparation for the Professional Experience Placement (PEP) and the Professional Experience Assessment (PEA).
The first hurdle comprises a collection of preparatory tasks that must be completed to a high standard prior to commencement of the placement.
The second comprises a placement – which is assessed on a pass/fail basis.
Electronic Submission, Marking and Return
Assessment task submission and return of marked assessment will be done through Turnitin on LEO. Tasks will be marked and returned within three weeks after the assessment is completed.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes | Graduate Attributes |
|---|---|---|---|
Assessment Task 1: Group Presentation on a Dilemma, Challenge or Opportunity for Teachers In small groups, investigate a current dilemma, challenge or opportunity that the 21st Century teacher is likely to face, as identified in the unit readings and wider literature. Summarise the key elements of the topic and analyse the likely implications for teachers, educational providers and learners. Example topics could include:
Present to the tutorial group, using clear verbal, visual and multi-modal communication and actively engaging them in learning activities. | 50% | LO1, LO2 | GA1, GA3, GA5, GA7 |
Assessment Task 2: Observation and Targeted Lesson Plan As part of a journal of observations during the placement, describe the physical, social and intellectual development characteristics of a learner, a small group or a class within the placement setting. Design a learning activity (lesson plan) to cater to the identified strengths and needs of the learner/s. Set learning goals and include teaching strategy/ies that provide achievable challenges for the identified learner/s and are linked to the content and learning outcomes of a specific curriculum/learning area. Annotate and reflect for inclusion in the ePortfolio: From the lesson plan, identify evidence addressing each of the following APST descriptors: 2.1, 2.2, 2.3, 3.1, 3.2, 3.3 | 50% | LO3 | GA5, GA7 |
Hurdle Requirement: Preparation for the Professional Experience Placement Prior to commencing the Professional Experience placement, pre-service teachers must complete a series of compulsory online preparation modules, attaining a score of 95% or above in each module. The modules cover:
Pre-service teachers must also complete and provide evidence of the following:
Note: Completion of this module does not exempt students from seeking a Working with Children Check or a Police Check where this is appropriate or mandated. Anticipated completion time: 7 hours. | Pass/Fail | LO2 | GA3, GA5 |
Professional Experience Assessment Professional Experience requirements include compilation of evidence as required. (Refer to Professional Experience Handbook and Report). Compilation of evidence will include:
This evidence must be compiled into a well-presented and well-organised Professional Experience folder, which must be updated on a daily basis throughout the placement. Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio. | A pass or fail grade will be awarded for completion of the professional experience days | LO1, LO2, LO3, LO4 | GA1, GA3, GA4, GA5, GA7 |
Representative texts and references
Required text(s)
Australian Curriculum https://www.australiancurriculum.edu.au/
Australian Curriculum, Assessment and Reporting Authority (ACARA) www.acara.edu.au
Relevant State and Territory curriculum documents.
Churchill, R., Shaw, K., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., & Moss, J. (2016). Teaching: Making a difference (4th ed.). Milton, Qld: John Wiley & Son Australia.
Recommended references
Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education, 43 (3), 93-108.
Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson Education Australia.
Churchill, R., Shaw, K., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., & Moss, J. (2019). Teaching: Making a difference (4th ed.). Milton, Qld: John Wiley & Son Australia.
Dawson, V., & Shand, J. (2019). Impact of support for pre-service teachers placed in disadvantaged schools. Issues in Educational Research, 29 (1) 19-37.
Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2019). Teaching: Dilemmas, Challenges and Opportunities. South Melbourne, Vic: Cengage Learning Australia.
Gutierrez, A., Fox, J., & Alexander, C. (2019). Professionalism and teacher education: Voices from Policy and Practice. Singapore: Springer.
Kauchak D., & Eggen, P. (2017). Introduction to teaching: Becoming a professional (6th ed.). Upper Saddle River, NJ: Pearson.
Killen, R. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.). South Melbourne, Vic: Cengage Learning Australia.
Marzano, R.J., & Haystead, M.W. (2008). Making standards useful in the classroom. Alexandria, VA: Association of Supervision and Curriculum Development.
Pritchard, A. (2014). Ways of learning: Learning theories and learning styles in the classroom (3rd ed.). Abingdon, Oxon: Routledge.
Recommended references
Call, K. (2018). Professional teaching standards: A comparative analysis of their history, implementation and efficacy. Australian Journal of Teacher Education, 43 (3), 93-108. Clarke, M., & Pittaway, S. (2014). Marsh's becoming a teacher (6th ed.). Frenchs Forest, NSW: Pearson Education Australia.
Churchill, R., Shaw, K., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., & Moss, J. (2016). Teaching: Making a difference (3rd ed.). Milton, Qld: John Wiley & Son Australia.
Dawson, V., & Shand, J. (2019). Impact of support for pre-service teachers placed in disadvantaged schools. Issues in Educational Research, 29 (1) 19-37.
Ewing, R., Glass, C., Kervin, L., Gobby, B., & Le Cornu, R. (2019). Teaching: Dilemmas, Challenges and Opportunities. South Melbourne, Vic: Cengage Learning Australia.
Gutierrez, A., Fox, J., & Alexander, C. (2019). Professionalism and teacher education: Voices from Policy and Practice. Singapore: Springer.
Kauchak D., & Eggen, P. (2017). Introduction to teaching: Becoming a professional (6th ed.). Upper Saddle River, NJ: Pearson.
Killen, R. (2016). Effective teaching strategies: Lessons from research and practice (7th ed.). South Melbourne, Vic: Cengage Learning Australia.
Marzano, R.J., & Haystead, M.W. (2008). Making standards useful in the classroom. Alexandria, VA: Association of Supervision and Curriculum Development.
Pritchard, A. (2014). Ways of learning: Learning theories and learning styles in the classroom (3rd ed.). Abingdon, Oxon: Routledge.