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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 fourth Practice meets Theory course, the focus is upon building the capacity of pre-service teachers through investigating and practising the multiple roles of teachers. This will occur by providing opportunity for pre-service teachers to strengthen their understanding of learning in order to identify diverse needs and apply consideration in their planning for teaching.

Recognising the multiple roles of a teacher and the resultant complexity of teaching features in this course, pre-service teachers further develop an understanding of the demands of the profession, and investigate the variance in learners and the significance of planning to provide quality learning opportunities for all learners. Furthermore, they recognise that managing and responding to challenging learner behaviour is essential to maintain a supportive learning environment. Pre-service teachers design a sequence of lesson plans and formative assessment tasks that provide specific learning opportunities to a learner with a distinctive need.

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. gather and interpret data, through moderation, and apply understanding to ensure inclusive practice and personalised learning (APST 1.5, 1.6);
2. identify the diverse needs (physical, socio-emotional and intellectual development characteristics) of learners and plan and implement interventions based on the collection and analysis of data (APST 1.1, 3.1 ,4.1);
3. engage with professional colleagues to reflect on inclusive teaching and learning practices (APST 6.2, 6.3,);
4. design an intervention consisting of a series of connected lesson plans and ongoing assessment, incorporating targeted teaching and management strategies and appropriate use of resources (APST 1.5, 2.3, 5.1, 5.3, 5.4);
5. acquire and apply a repertoire of strategies for the support of student wellbeing, safety and management of challenging learner behaviour (APST 4.3, 4.4);
6. demonstrate professionalism during pre-service teacher placements through the ongoing practice and assessment of pre-service teacher professional practice. (1.3, 2.1, 2.2, 3.2, 3.3,3.4,3.5, 4.2, 5.2, 7.1, 7.2).