ECE728 - Pedagogical Understandings of Teaching and Learning in the Early Childhood Contexts
| Year: | 2024 unit information |
|---|---|
| Enrolment modes: | Trimester 2: Burwood (Melbourne), Online Enrolments close on 15 May^ |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Cohort rule: | This unit is only available to students enrolled in E661, E761, E764 |
| Prerequisite: | E661 & E761 students must have passed ECE735 |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Study commitment | Students will on average spend 150-hours over the trimester undertaking the teaching, learning and assessment activities for this unit. In Person Attendance Requirements This will include educator guided online learning activities within the unit site. |
| Scheduled learning activities - campus | 1 x 3-hour seminar per non-placement teaching week (approx. 8-9 weeks). |
| Scheduled learning activities - online | 1 x 2-hour seminar and 1 x 1-hour meeting per non-placement teaching week (approx. 8-9 weeks). |
| In-person attendance requirements | ^Professional Experience
For the most up-to-date advice regarding your placement please see here. |
Content
In this unit students will complete a professional inquiry of their practices of the assessment and planning cycle that will inform the completion of components 2 – 5 of their Teacher Performance Assessment. The completion of a 40-day professional experience placement will support the implementation of the professional inquiry. Furthermore, unit content will support students to apply advanced knowledge and skills to research literature, policy and curriculum in the inquiry process.
Students will gain an in-depth knowledge and understanding of teaching and learning in early childhood education and care. They will engage in an examination of pedagogical theory and critical discussions of teacher identity formation in the context of early years discourses as shaping a personal philosophy and pedagogy for informing teaching. Furthermore, they will develop advanced knowledge and application of a diversity of assessment strategies and teaching practices within an integrative, play-based approach.
Students will engage with discourses of diversity and inclusion as they recognise children’s socio-cultural contexts and reflect an understanding of the image of the child in their assessment and planning. Students will draw on strengths-based and child-centred approaches to see the learner in context and identify pedagogies to support, foster and nurture the child as a competent and capable learner.
Hurdle requirement
Professional Experience
Professional Experience for Preservice Teachers enrolled in School of Education courses, the Professional Experience component is assessed primarily by the site-based teacher (Mentor) who advises the Unit Chair. Satisfactory completion of the professional experience placement is required to pass this unit.
Unit Fee Information
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