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|Cohort rule:||(For students enrolled in course E690 only)|
|Unit chair:||K Tobin|
|Contact hours:||This unit is taught off-campus however students will be required to attend short on-campus intensives.|
Topics to be addressed in this unit include:
Using the VIT Standards for Graduating Teachers as a frame of reference for understanding and accommodating your own needs as a beginning teacher, including:
An overview of:
An exploration of middle years curriculum developments with a focus on:
The organisation of educational institutions and systems:
An introduction to working with young people as a teacher:
Task 1: Reflective Journal Report 1000 words (25%)
Students keep a journal based on their developing understanding of themselves as teachers within a youth-oriented teaching environment. The journal should then be used to prepare a report outlining a developing teaching philosophy, with reference to theoretical underpinnings and professional practices informed accordingly. The report will also focus on the teaching of students in the middle years of school education. Students are required to post at least three substantial reflections that draw from their journal and report.
Task 2: Planning a learning activity 2500 words (50%)
Plan an extended learning activity that draws on at least one of your specialist teaching areas. The plan will need to consider the possible teaching areas of your placement and be submitted to the study group for critical evaluation and improvement. Components of the plan should be delivered as part of the ALTE placement and a brief report on your progress should be shared with other members of the course through at least two CloudDeakin posting. You should also include feedback gained from your supervising teachers and discuss how you might improve the activity in response to this feedback.
Task 3: Situational Analysis 1500 words or equivalent (25%)
Prepare a situational analysis of an educational institution locating the institution within the broader educational system. Identify resources that support the work of teachers and young people, protocols that guide professional practice and the organisational expectations of teachers and students. Students are required to describe the professional roles of teachers and educators in this institution and comment on the match between these and the student’s own professional aspirations as a teacher.
Groundwater-Smith, S, Brennan, S & McFadden, M 2007, Learning in the Middle Years: More than a Transition, Cengage, Australia. .
Marsh, C 2008, Becoming a Teacher: Knowledge, Skills and Issues, Pearson Education, Frenchs Forest, NSW.
Unit Fee Information
|Student Contribution Rate*||Student Contribution Rate**||Fee rate - Domestic Students||Fee rate - International students|
* Rate for all CSP students, except for those who commenced Education and Nursing units pre 2010
** Rate for CSP students who commenced Education and Nursing units pre 2010
Please note: Unit fees listed do not apply to Deakin Prime students.