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EDP2111 The Roles of the Teacher 1

Semester 2, 2022 External
Units : 1
Faculty or Section : Faculty of Business, Education, Law and Arts
School or Department : School of Education
Grading basis : Graded
Course fee schedule : /current-students/administration/fees/fee-schedules

Staffing

Examiner:

Requisites

Pre-requisite: EDC1400 or EDU1100 and Students must be enrolled in one of the following Programs: BEDU (Primary) or BEDU (Primary + Special Education) or BEDU (Special Education) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BPED
Co-requisite: EDC2100

Overview

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.

Course learning outcomes

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).

Topics

Description Weighting(%)
1. The complexity of the multiple roles of teachers 10.00
2. Selecting and applying in practice, pedagogical learning models and frameworks as evidence-based structures in relation to learning theories 20.00
3. Applying classroom management skills in planning for practice 10.00
4. Providing opportunities to meet the diverse needs of all learners 20.00
5. Sequencing multiple lessons using backward design 20.00
6. Embedding formative assessment for and as learning 20.00

Text and materials required to be purchased or accessed

Pendergast, D & Main, K 2019, Teaching primary years: rethinking curriculum, pedagogy and assessment, Allen & Unwin, Crows Nest, New South Wales.

Student workload expectations

To do well in this subject, students are expected to commit approximately 10 hours per week including class contact hours, independent study, and all assessment tasks. If you are undertaking additional activities, which may include placements and residential schools, the weekly workload hours may vary.

Assessment details

Approach Type Description Group
Assessment
Weighting (%) Course learning outcomes
Assignments Oral Interview No 30 1,2,3
Assignments Written Quiz No 20 1,2,3
Assignments Written Planning document No 50 4,5,6
Assignments Practical Placement Performance No 2,3,4,6
Date printed 10 February 2023