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Research indicates the importance of professional experience that commences early in teacher education and is highly integrated with university-based teaching (ACER, 2014). The suite of eight Practice meets Theory courses create the structure around which the four-year Education Degree is developed. Each year there are two opportunities to connect to real-world teaching contexts through Professional Experience and theoretical knowledge in a carefully sequenced approach to developmental needs. In this third Practice meets Theory course, pre-service teachers, as learners themselves, interact with students and school staff to learn and reflect upon the personal strengths and challenges they will experience as teachers.

In this course, pre-service teachers design a sequence of lesson plans and formative assessment tasks that provide learning opportunities to meet the diverse needs of all learners. They develop an understanding of the demands of the teaching profession. For pre-service teachers to gain insight into the complexities of teaching, they investigate influential learning theories and pedagogical models and frameworks. Furthermore, they recognise how the use of effective classroom management skills enables a supportive environment. Professional Experience is positioned towards the end of the semester, providing an opportunity for pre-service teachers to apply the knowledge and skills that are constructed progressively throughout the course.

A 10-day professional experience placement is attached to this course. For full details of the Professional Experience particulars, please refer to the Professional Experience website and the Professional Experience Book.

The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership鈥檚 (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:

1. apply the principles of learning theories (behaviourist, constructivist, social-cognitive) to differentiating learning (APST 1.2);
2. engage with professional colleagues to reflect on teaching and learning practices (APST 6.3);
3. acknowledge the diverse needs (physical, socio-emotional and intellectual development characteristics) and how they affect learning and explain how teachers provide opportunities for all learners in physical, diverse linguistic, cultural, religious and socio-economic backgrounds (APST 1.1, 1.2, 1.3, 1.5);
4. design a series of connected lesson plans, incorporating sound teaching and management strategies and appropriate use of resources (APST 1.5, 2.1, 2.2, 2.3, 3.4, 4.1, 4.2);
5. plan formative assessment (informal, formal and diagnostic) that provides feedback to the learners and informs future teacher practice. (APST 2.3, 3.5, 5.1, 5.2, 5.3);
6. demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice. (3.1, 3.2, 3.3, 4.3, 7.1, 7.2).