EDFX420 - Advanced Professional Practicum (Birth-5)

Year

Credit points

Campus offering

Prerequisites

EDFD480 Professional Practicum Induction

Unit rationale, description and aim

This unit is the first of the work integrated components of the professional practicum suite of units which is undertaken in the final year of the course. The unit provides pre-service teachers with the opportunity to work collaboratively with Directors, Educational Leaders, early childhood educators, families and community members, and University staff to assess, challenge, develop and extend their professional abilities. It also provides opportunities for the development of closer links between theoretical considerations and the teaching and learning experiences encountered in an early learning centre.

This unit aims to provide pre-service teachers with a substantial block of extended reflective professional experience whilst extending the pre-service teachers’ repertoire of pedagogical skills in the planning and delivery of appropriate teaching and learning programs. This experience allows the pre-service teacher to develop an appreciation of the teachers’ role within the centre and broader educational community through taking responsibility similar to that of an early childhood teacher.

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 - make effective decisions regarding teaching and management approaches that facilitate effective learning (GA5, GA8; ACECQA C4, E3, F2)

LO2 - utilise self-evaluation critiques and reflection to refine professional practice (GA4; ACECQA E3, F3)

LO3 - implement a variety of classroom organisational procedures (GA5, GA6; ACECQA C4, E3, F2)

LO4 - demonstrate a sound knowledge of and ability to plan, implement and evaluate the key learning and teaching elements of relevant early childhood curriculum frameworks (GA5, GA6; ACECQA B1, C4, E3)

LO5 - demonstrate an ability to communicate effectively with members of the centre community and, where appropriate, with the broader educational community (GA6, GA9; ACECQA E3, F1, F2, F4)

LO6 - demonstrate awareness of the multiple policy and legislative influences impacting on early childhood education and care provision. (GA5; ACECQA F2)

Graduate attributes

GA4 - think critically and reflectively 

GA5 - demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or profession 

GA6 - solve problems in a variety of settings taking local and international perspectives into account

GA8 - locate, organise, analyse, synthesise and evaluate information 

GA9 - demonstrate effective communication in oral and written English language and visual media 

ACECQA CRITERIA

On successful completion of this unit, pre-service teachers should have developed the following specific knowledge:

Content

Topics covered in this unit will be covered in the Induction/Professional and Community Experience Handbook.

Learning and teaching strategy and rationale

Students should anticipate undertaking 20 days of full time Professional Experience in an allocated early learning centre. Students will be supported and supervised by an appropriately qualified and experienced educator.

Assessment strategy and rationale

The assessment tasks and their weightings are designed to allow pre-service teachers to progressively demonstrate achievement against the unit learning outcomes and demonstrate attainment of professional standards.

Minimum Achievement Standards

The total assessment will be equivalent to 5,000 words.

Overview of assessments

Representative texts and references

Fleet, A., Patterson, C., & Robertson. J., (2006). Insights: behind early childhood pedagogical documentation, Castle Hill: Pademelon Press.

Fleer, M., Edwards, S., Hammer, M., Kennedy, A., Ridgway, A., Robbins, J., & Surman, L. (2006) Early childhood learning communities. Sociocultural research in practice. Frenchs Forest, NSW: Pearson Education.

Gibbs, C. (2006). To be a teacher. Journeys towards authenticity. New Zealand: Pearson Education.

Gowrie Australia. (2010). Assessment in the early years. A resource from Gowrie Australia drawing on the early years learning framework. Australia: Author

Jorde-Bloom, P (2005). Blueprint for action: achieving centre-based change through staff development. Illinois: New Horizons.

Keesing-Styles, L., & Hedges, H. (Eds.). (2007). Theorising early childhood practice: emerging dialogues. Baulkham Hills, N.S.W: Pademelon Press.

McLachlan, C., Fleer, M., & Edwards, S. (2013). Early childhood curriculum: planning, assessment and implementation (2 ed.). Port Melbourne, Victoria: Cambridge University Press.

MacNaughton, G., & Hughes, P. (2011). Parents and professionals in early childhood settings. Berkshire, England: Open University Press.

MacNaughton, G. (2003). Shaping early childhood. Learners, curriculum and contexts. Berkshire, England: Open University Press.

MacNaugton, G., & Williams, G. (2009). Techniques for teaching young children. Choices for theory and practice (3rd ed.). Frenchs Forest, NSW: Pearson Education.