EEG702 - Professional Learning Theory and Practice in International Education
|Year||2016 unit information|
|Enrolment modes:||Trimester 2: Cloud (online)|
The internationalisation of education necessitates that professional educators rethink their approaches to professional learning. Professional learning takes place within contexts of cultural and educational diversity in which educators negotiate their work and pedagogical practices. This unit will critically explore the changing nature of professionalism in a range of international educational contexts. Students will critically reflect on their own knowledge and practices in the light of current learning theories and contemporary practices in international educational classrooms and contexts. The unit will require students to investigate the implications of the rising expectations on teachers that require them to be learners, researchers and networkers, implementing research based policy and practice within international education contexts and teacher labour markets. The unit draws on comparative sociology to theorise professionalization and educational practices that are emerging from global educational markets, for example IBO. It will require students to analyse and theorize about teachers' professional learning needs in international contexts, apply these learnings to their own practices and relate these to student learning outcomes.
Task 1. Essay - A critical analysis of theory and practice in contemporary international education contexts, 2500 words, 50%.
Students will critically analyse how contemporary practices in international educational classrooms and contexts are informed by current learning theories. They will demonstrate a critical understanding of the changing nature of professionalism in the international context.
Task 2. Essay - A theorised philosophy and plan for effective teaching in the international context, 2500 words, 50%.
Students will develop and present a professional philosophy and teaching plan that are appropriately analysed and theorised for the international context. They will link theory and practice and provide a well-researched argument that shows how the plan will improve student learning outcomes.