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There are many and varied contexts beyond the traditional classroom. Approximately half of Queensland鈥檚 State Schools are classified as rural or remote, many of which are identified Indigenous Communities. In addition, schools of distance education service learners living in isolated locations throughout Australia and the world. Further alternative school contexts include, but are not limited to, flexi-schools supporting disengaged or disadvantaged adolescents who are unable to attend mainstream schools, as well as schools in hospitals and the juvenile justice system. Pre-service teachers must develop an understanding of what skills and knowledges are required to teach in these contexts. Therefore, this course provides pre-service teachers with an introduction to these settings and presents them with an opportunity to explore the characteristics of teaching in these environments, thus broadening their understanding of the complex nature of alternative educational contexts. Pre-service teachers will draw upon their pre-existing knowledge of the diverse nature of learner needs and will have an opportunity to apply knowledge gained in professional experience placements in their final year.

Teaching in Alternative Contexts utilises a case-based approach to immerse pre-service teachers in a number of relevant alternative educational contexts. The types of contexts explored will include rural and remote or isolated schools, alternative or flexi-schools, and schools of distance education, among others. Pre-service teachers will develop knowledge and skills needed to work successfully within the complex nature of these locations, with a particular focus on structure, situated pedagogy, stakeholder relationships, personal attributes for success, and most importantly, learners. The case-based nature of the course requires pre-service teachers to draw upon their previous learning and professional experience from within their program to effectively identify key contextual features within each setting, and develop appropriate strategies in response. Pre-service teachers will collaborate to investigate one of these particular alternative contexts in-depth, culminating in a peer-to-peer professional learning opportunity. The course will use a social justice lens to explore the influence of diverse cultural and linguistic learner backgrounds; poverty; and systemic access to support mechanisms on a range of school communities.

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. investigate and analyse the structural features of alternative educational contexts with regard to access to resources, including ICTs, and support mechanisms (APST 2.6, 3.4, 4.3, 5.4, 7.4);
2. examine the pedagogical considerations inherent within various alternative educational contexts, exploring their relation to linguistic, cultural, religious and socioeconomic factors and their impact on learner participation and engagement (APST 1.3, 1.4, 3.3, 3.6, 4.1);
3. identify appropriate strategies for working ethically, sensitively, and confidentially with stakeholders, with an emphasis on involving parents/carers in the educative process in a range of alternative educational contexts (APST 3.7, 7.3);
4. identify and articulate the personal and professional attributes required of teachers in a range of alternative educational contexts (APST 7.1, 7.3, 7.4).