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Students must be enrolled in course E377, D347 or D351
|Unit chair:||S Bennett|
Student must have passed either EPP203 or EPP207
3 hours per week x 4 weeks on campus and online participation in web2 technology small groups discussion during professional experience
15 days – 5 day block and 2 days per week for 5 weeks in a secondary setting.
This is the fourth of the six units in the education studies major. This unit explores and critiques the institutional and psychological discourses that influence and define learners in schools. The unit includes school assessment processes as systemic ways of knowing and representing learners.
The students will examine how different learning and developmental theories can be accommodated in the curriculum and classroom teaching, and become familiar with the literature and research underpinning these theories as well as a range of related pedagogical models. They will be able to apply these understandings to the development of their classroom management repertoire and the promotion of successful learning.
The unit will involve in-depth and contextualised discussion of the ways learners are ¡¥known¡¦ in classrooms. Students will adopt a range of ways of seeing learners from the theoretical literature from this unit and the previous unit on pedagogy. The students will finally critique these revised ways of seeing learners through revisiting the place of their own beliefs and philosophical stance.
This unit includes 15 days professional experience - 5 day block and 2 days per week for 5 weeks in a secondary setting. During these days the preservice teacher will:
- undertake an orientation to the school environment
- in direct response to the learners in the class, plan lessons for a whole class, develop a unit of work if appropriate.
- teach lessons for a class in one method, optimally 2 per day, but one per day is acceptable if a significant role is played in other lessons when not teaching solo
- observe two lessons per day to inform the preservice teacher of the learners for whom they are planning
- attend meetings, be involved in yard duty, school activities and any opportunities for engagement with the broader school community.
keep a journal (electronic and/or hardcopy) in which evidence of their planning, observations, collected documents, participation in school activities and reflections are kept. Pre-service teachers will be expected to share their journal with their supervising teachers and appropriate University teaching staff.
Biographical mapping of being known 60%, 2000 words or equivalent.
'Reading' Professional Practice 40%, 1000 words or equivalent.
Assessing the professional experience
This component is assessed primarily by the supervising classroom teacher in consultations with the pre-service teacher.
Satisfactory completion of the Professional Experience component is compulsory in order for the student to progress.
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