Unit rationale, description and aim
This unit is the on-campus component of the professional practicum suite of units which is undertaken in the final year of the course. It facilitates the induction of pre-service teachers into the profession. The unit focuses on the identification of the professional role of the teacher as one of reflector, thinker, learners, and investigator within a variety of learning and teaching contexts. The skills and knowledge consolidated in this unit enhances the pre-service teacher’s capacity as an integral member of an early childhood learning community.
The unit aims to prepare pre-service teachers to undertake the practical component of the professional practicum and to engage them with the early childhood sector as a well prepared professional practitioner.
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.
Demonstrate achievement of the professional standa...
Learning Outcome 01
Synthesise teaching and learning theory with curre...
Learning Outcome 02
Critically respond to the complexities of the prof...
Learning Outcome 03
Articulate a clear understanding of a range of str...
Learning Outcome 04
Through critical self-reflection demonstrate an ef...
Learning Outcome 05
Content
Topics covered in this unit will include such themes as professional practicum, inclusion and diversity, beginning teaching and the teacher as reflective practitioner. These themes are explored in research, reading, critical analysis and discussion. Specifically, they will include:
- Current teaching and learning theories
- Establishment of an engaging learning environment
- Curriculum and policy developments
- Understanding and managing relationships within learning communities
- Understanding and guiding behaviours and managing learning environments that facilitate this
- The place of reflection in developing effective pedagogical practice
- Expectations of the teacher’s role as a leader within learning communities
- Australian legal and social context: legal principles and legislative provisions, mandatory reporting, resources
- Relationships with other professionals, families and parents, and community members.
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 assessment tasks for this unit are designed to demonstrate achievement of each learning outcome.
The total assessment will be equivalent to 4,000 words.
Overview of assessments
Assessment Task 1 A professional portfolio used t...
Assessment Task 1
A professional portfolio used to demonstrate achievement of professional standards for early childhood teachers
Equivalent to 2500
60%
Assessment Task 2 A professional learning plan to...
Assessment Task 2
A professional learning plan to support the transition from pre-service teacher to professional practitioner, including areas of strength and challenges
Equivalent to 1500
40%
Learning and teaching strategy and rationale
Pre-service teachers will be involved in a variety of teaching-learning strategies to progress and demonstrate their understandings in this unit. This may involve a combination of face to face, online and multi-mode delivery, on a weekly basis across a 12-week semester or in intensive mode. Students should expect to participate in a range of the following: online engagement, lectures, tutorials, seminar presentations and group discussions, both online and face-to-face, self-directed study activities and assessment tasks. Some participation in appropriate educational settings maybe required.
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 with a normal expectation of 36 hours of directed study and the total contact hours should not exceed 36 hours. Directed study might include lectures, tutorials, webinars, podcasts etc. The balance of the hours then become private study.
ACECQA Criteria
On successful completion of this unit, pre-service teachers should have developed the following specific knowledge: