ETP403 - University-To-Work Transition
| Year: | 2023 unit information |
|---|---|
| Enrolment modes: | Trimester 2: Burwood (Melbourne), Warrnambool, Waurn Ponds (Geelong), Online, *CBD |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Prerequisite: | One unit from: ETP400 or ETP401 |
| Corequisite: | Students must be enrolled in course E359, E330 or E334 |
| Incompatible with: | EEP402, EEP403 |
| Study commitment | Students will on average spend 150-hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. |
| Scheduled learning activities - campus | Weeks 1-3: 1 x 1-hour lecture (online) |
| In-person attendance requirements | Students will be required to complete a 20-day professional experience placement. For the most up-to-date advice regarding your placement please see here. |
| Note: | On successful completion of ETP400 and ETP403 students will be awarded 2 credit points. Please note, University policy states students who submit their work by the original due date should normally be provided with feedback within 15 working days. This is an externally moderated task and results will be available 15-25 working days after submission. *CBD refers to the National Indigenous Knowledges, Education, Research and Innovation (NIKERI) Institute; Community Based Delivery |
Content
This capstone unit provides students with the opportunity to integrate their knowledge and skills with their teacher beliefs, values and practices from their course and professional experience. The students will complete a review of their studies and present their learning to the cohort in small groups. The capstone enables students to explicitly demonstrate what they have learned throughout their degree. They will: produce a critical reflection on their practice drawing on theoretical and practical knowledge and construct a showcase portfolio as further evidence of their own learning. The content prepares them for the transition to the workplace and the profession. The capstone requires students to select and design an investigation into a topic relevant to them as emerging professionals to support their ongoing engagement with the profession.
This unit includes a professional experience placement during which the pre-service teacher will: plan a unit of work/whole class program using an appropriate format for extended planning as discussed with supervising teachers; teach a whole class for at least two lessons a day leading to full control for an extended period; become fully involved in the life and operations of the school, as per a beginning teacher.
Specifically, the students will practice the implementation of the teaching and learning cycle outlined above with the whole class. They will assess and analyse their learning to set learning goals that provide achievable challenges for the varying abilities and characteristics of the children, and respond to these through planning, implementation and evaluation of learning experiences. Throughout these tasks, students will critically analyse and reflect on their professional practice and teaching identity alongside their mentor teacher.
Embedded in this unit is the continuation of your Deakin Teaching Performance Assessment Task (DTPA). As a critical reflection of practice, the DTPA requires graduating teachers to be able to demonstrate their ‘profession readiness’ through a reflection of classroom teaching practice that includes the elements of planning, teaching, assessing and reflecting.
Hurdle requirement
Satisfactory completion of the professional experience placement and the Deakin Teaching Performance Assessment Task is required in order to pass this unit.
Unit Fee Information
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