精东传媒app

In Semester 3, 2023 this course will be delivered as a Transition (9 week) semester, commencing on 13 November 2023 and concluding on 12 January 2024.

Responsive teaching is necessary for primary teachers due to the diversity in every classroom, school and community. Teachers need to prepare for, and respond to, the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Similarly, teachers need to demonstrate knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from diverse backgrounds including, Aboriginal and Torres Strait Islander backgrounds. Teacher registration requirements such as the Australian Professional Standards for Teachers include foci on responsive practices that promote improved outcomes for learners from diverse cultural, linguistic, religious and socioeconomic backgrounds, including that of students from Aboriginal and Torres Strait Islander backgrounds. As such, it is important that pre-service teachers are explicitly taught how to develop strategies that respond to the learning strengths and needs of a diverse student cohort. This final semester course provides primary pre-service teachers with an opportunity to reflect upon their understanding and knowledge of the rationale for continued professional learning and the implications for improved student learning.

This course builds upon primary pre-service teachers' knowledge and skills related to reflective and responsive practices to enable them to develop strategies that respond to the learning strengths and needs of a diverse student cohort. Primary pre-service teachers learn about the complex influences on student experiences and learning in schools, with a particular focus on the impact cultural and linguistic backgrounds may have on the educational experience of Aboriginal and Torres Strait Islander students. Pre-service teachers will develop teaching and learning strategies that are informed by contemporary research into the improvement of student learning via responsive pedagogical practices. Ongoing professional learning for teachers is a focus of The Reflective Practitioner and, upon successful completion of the course, primary pre-service teachers will understand both the rationale for career-long professional learning and the impact this can have on student learning.

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. identify and respond to learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (APST 1.3);
2. demonstrate knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander and other backgrounds (APST 1.4);
3. develop strategies that build on learning strengths and address learning needs of students, including Aboriginal and Torres Strait Islander students (APST 1.3, 1.4, 2.4);
4. critically reflect on the rationale for continued professional learning for the implications for improved student learning (APST 6.1, 6.2, 6.4).