EPR723 - Reflecting On Practice in Professional Experience
Unit details
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 2 2024 will be the final offering of this unit Trimester 2: Online |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 2: Stuart Hawken |
| Prerequisite: | Completion of 8 Core Units including; |
| Corequisite: | ECP711, ECP712 and EEE753 and students must also be enrolled in course E762 |
| Incompatible with: | EPR713, EPR733, EPR743, EPR753 |
| Typical study commitment: | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. This will include educator guided online learning activities within the unit site. |
| Educator-facilitated (scheduled) learning activities - online unit enrolment: | This unit shares the Blended Delivery modules and resources with on campus students. Time engaging in learning activities is expected to total a combined equivalent of 8-10 hours per week. This includes engagement with materials, responses to tasks, regular forum posting and responding to others, scheduled synchronous online discussions and independent study. Your expected participation in scheduled synchronous discussions is a minimum of 3-hours per trimester |
| In-person attendance requirements: | ^Professional Experience Pre-service Teachers will also be required to attend 25-days* of professional experience in a Primary School context Please note that ALL Professional Experience days must be successfully completed to pass this unit *Professional Experience Days are indicative only and subject to change. Pre-service Teachers are advised to check the most current Professional Experience Calendars for specific details and dates Additional for placement units: During Professional Experience (placements), students are frequently required to undertake planning and preparation outside of the full-time teaching day This unit is subject to enrolment cut off dates that differ to the university.
For the most up-to-date advice regarding your placement please see here. |
Content
This unit is a capstone experience where Preservice Teachers examine teachers’ work and align these practices to the relevant professional standards. Using the skills of inquiry required by a teacher-researcher−to gather evidence, document, analyse and reflect on practice Preservice Teachers will independently investigate and examine the role of the teacher and professional standards in early years/primary/secondary contexts.
Preservice Teachers will select key teaching, learning and assessment artefacts* and build their professional portfolio to evidence impact on learning with a focus on assessment. The unit requires critical reflection in and on the professional practice of teaching through critical engagement in teacher-research, professional learning and communication with members of the profession and the wider school community and/or early years setting.
*Note Primary (E762) Preservice Teachers will focus specifically on English and Mathematics content areas (sequence of 4-5 learning experiences in each area) or integration of English and Mathematics across the curriculum (unit of inquiry - 8 lesson sequence - with substantive English and Mathematics content and assessment). All Preservice Teachers should address the general capabilities in their planning and assessment, specifically literacy and numeracy across the curriculum.
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Demonstrate a critical, professional and informed understanding of learners and learning contexts and how these are impacted by national and global issues in education | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO8: Global citizenship |
| ULO2 | Plan for, apply and critically reflect on a range of differentiation strategies for teaching, learning activities, assessment and resources to cater to the needs of a diverse cohort of learners | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO5: Problem solving |
| ULO3 | Apply an advanced and integrated understanding of research and practice in assessment that draws on individual learners’ prior learning, experiences, strengths as well as pedagogic content knowledge to inform pedagogic decisions in regards to improvement or enhancement of learning for a specific cohort of learners | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management |
| ULO4 | Work collaboratively and ethically with colleagues, families and community stakeholders to optimise learning, communicate effectively and be actively involved in professional communities of practice | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
| ULO5 | Critically reflect on their emergent teacher identity, examining personal beliefs in light of current research and national and global understandings of the needs of society and the profession | GLO1: Discipline-specific knowledge and capabilities GLO4: Critical thinking GLO5: Problem solving GLO6: Self-management GLO8: Global citizenship |
| ULO6 | Critically reflect on teaching and learning throughout the program, demonstrating an organised and professional understanding and evaluation of their own evidence, including video analysis, against the Graduate Teacher Standards | GLO1: Discipline-specific knowledge and capabilities GLO2: Communication GLO3: Digital literacy GLO4: Critical thinking GLO6: Self-management GLO7: Teamwork GLO8: Global citizenship |
Assessment
| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1 - Professional Experience Reflection | 600 words or equivalent | 10% | Week 3 |
| Assessment 2 - Teacher Performance Assessment (TPA): Deakin Authentic Teaching Assessment (ATA) | 5400 words | 90% | Week 11 |
The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Hurdle requirement
Professional experience is a requirement of the Victorian Institution of Teaching for the preparation of teachers. In this unit you will complete 25 days of the required 60 days for the Master of Teaching (Primary). Satisfactory completion of the professional experience is required in order to pass this unit.
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link below: EPR723 Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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