| Semester 1, 2020 Online | |
| Short Description: | Signature Pedagogies |
| Units : | 1 |
| Faculty or Section : | Faculty of Business, Education, Law and Arts |
| School or Department : | School of Education |
| Student contribution band : | National Priority - Teaching |
| ASCED code : | 070105 - Teacher Education: Secondary |
| Grading basis : | Graded |
Staffing
Examiner:
Rationale
Pre-service teachers are required to have professional knowledge of discipline-specific curriculum and pedagogical studies. Signature Pedagogies consist of concrete, operational acts of teaching and learning; reflect a set of assumptions about how best to impart a certain body of knowledge and know-how; and include a moral dimension that comprises a set of beliefs about professional attitudes, values, and dispositions. The Lee Shulman model will frame the direction of this course and will provide a framework for pre-service teachers’ development of their own signature pedagogies.
Synopsis
The purpose of the course is to provide pre-service teachers with an understanding of the framework of signature pedagogies and consider the characteristics for their discipline or teaching areas. Opportunity is provided for pre-service teachers to consider the pedagogical basis of their own teaching and learning. Connections will be made with the philosophical basis for knowledge creation and the course will provide opportunities for pre-service teachers to find their own alignment to this.
Pre-service teachers will identify the distinctive (`signature') pedagogies that are relevant to their disciplines or teaching areas. Although there are some common pedagogical approaches across clusters of disciplines, there are also distinctive practices within specific disciplines. These distinctive practices are intended to do more than inculcate knowledge, they also set out deliberately to teach the ways of thinking about their disciplines, doing the disciplines and being a discipline specialist. Their purpose is to induct participants into the `profession' and its traditions and conventions.
Signature pedagogies deal with things that we as educators have to know and know how to do, and about the way we are in the world and the ways in which we orient ourselves to being and making meaning in the world. The combination of knowing, doing and being that are found in signature pedagogies is not separable into distinctive pieces which can be planned for and learned or taught separately, but must be experienced holistically.
Objectives
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership (AITSL) - Australia Professional Standards for Teachers (APST). The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students should be able to:
- demonstrate a broad knowledge and understanding of established theories of signature pedagogies and generic pedagogical frameworks relevant for their discipline/s (APST 1.2) (Assignment 1 and 2);
- critically analyse relevant signature pedagogies and related implications for teaching and learning (APST 1.2) (Assignment 1 & 2);
- demonstrate an understanding of a wide range of teaching strategies relevant to their disciplines. (APST 2.1, 3.3); (Assignment 2);
- set explicit, challenging and achievable learning goals for all students. (APST 3.1) (Assignment 2);
- plan and implement well-structured learning and teaching programs or lesson;
- critically select and/or create and use a range of resources, including ICT, to engage students in their learning. (APST 2.6, 3.4) (Assignment 2);
- undertake research and inquiry, including the relevant use of scholarly literature (APST 1.2) (Assignment 1 and 2);
- apply established theories to their ongoing development of practice (APST 1.2) (Assignment 1 & 2);
- demonstrate advanced cognitive, literacy and communication skills, including spelling, grammar, punctuation and bibliographic referencing (Assignments 1 and 2).
Topics
| Description | Weighting(%) | |
|---|---|---|
| 1. | Introduction to signature pedagogies | 25.00 |
| 2. | Pedagogical characteristics of their discipline | 15.00 |
| 3. | Plan for and implement effective teaching and learning within disciplines | 15.00 |
| 4. | Interpret pedagogical frameworks | 20.00 |
| 5. | Signature pedagogies in practice | 20.00 |
| 6. | Professional Educator | 5.00 |
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from (unless otherwise stated). (https://omnia.usq.edu.au/textbooks/?year=2020&sem=01&subject1=EDM5006)
Please for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Reference materials
Student workload expectations
| Activity | Hours |
|---|---|
| Directed ¾«¶«´«Ã½app | 90.00 |
| Independent ¾«¶«´«Ã½app | 75.00 |
Assessment details
| Description | Marks out of | Wtg (%) | Due Date | Notes |
|---|---|---|---|---|
| ASSIGNMENT 1 | 50 | 50 | 01 Apr 2020 | |
| ASSIGNMENT 2 | 50 | 50 | 08 Jun 2020 |
Important assessment information
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Attendance requirements:
There are no attendance requirements for this course. However, it is the students’ responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration. -
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks for that item. (Depending upon the requirements in Statement 4 below, students may not have to satisfactorily complete each assessment item to receive a passing grade in this course.) -
Penalties for late submission of required work:
Students should refer to the Assessment Procedure (point 4.2.4) -
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course. -
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted marks obtained for each of the summative items for the course. -
Examination information:
There is no examination in this course. -
Examination period when Deferred/Supplementary examinations will be held:
Not applicable. -
¾«¶«´«Ã½app Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene ¾«¶«´«Ã½app policies and practices. These policies can be found at .
Assessment notes
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Referencing in assignments must comply with the APA referencing system. This system should be used by students to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ library's referencing guide. This guide can be found at .
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Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
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Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the ¾«¶«´«Ã½app’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement.
2. forms part of the Master of Learning and Teaching and is benchmarked against the
o internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review.
o professional accreditation standards of the Australian Institute for Teaching and School Leadership, and the Queensland College of Teachers’ Board of Teacher Registration.
Other requirements
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Students are required to have access to a personal computer, e-mail capabilities and Internet access to UConnect. Current details of computer requirements can be found at .
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2. Students can expect that questions in assessment items in this course may draw upon knowledge and skills that they can reasonably be expected to have acquired before enrolling in this course. This includes knowledge contained in pre-requisite courses and appropriate communication, information literacy, analytical, critical thinking, problem solving or numeracy skills. Students who do not possess such knowledge and skills should not expect the same grades as those students who do possess them.