edu4tt transitions to teaching
TRANSITIONS TO TEACHING
EDU4TT
2016
Credit points: 15
Subject outline
This subject represents a culmination of the student's four-year practicum program. During the practicum period, students focus on planning, teaching and assessing units of work and upon individualizing instruction. Students are expected to assume the role of a full-time teacher, and to demonstrate the ability to work with classes for sustained periods. In addition, particular attention is placed upon the preservice teacher's appraisal of themselves as beginning teachers. As well as assuming major teaching duties during their time in school, students gather ideas and resources to assist in establishing themselves as competent casual relief teachers and/or organising their own classroom in their first year as a teacher. To complement the previous work done in preparation for applying for positions, students will be given the opportunity to develop their interview skills.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorDebra Edwards
Available to Study Abroad StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Exchange StudentsNo
Subject particulars
Subject rules
Prerequisites EDU3TL and (EDU3ISL or EDU3MYL)
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjects EDU4FEB
Special conditionsN/A
Learning resources
Readings
| Resource Type | Title | Resource Requirement | Author and Year | Publisher |
|---|---|---|---|---|
| Readings | A guide to teaching practice (5th ed.) | Recommended | Cohen, L., Marion, L., & Morrison, K. (2004) | LONDON: ROUTLEDGE FALMER |
| Readings | Becoming a teacher: Knowledge, skills and issues (4th ed.) | Recommended | Marsh, Colin J. (2008) | AUSTRALIA: PEARSON EDUCATION |
| Readings | Becoming an effective teacher | Recommended | Fetherson, T. (2007) | SOUTH MELBOURNE: THOMSON LEARNING |
| Readings | Beginning teaching and beyond (3rd ed.) | Recommended | Barry, K. & King, L. (2003) | TUGGERAH, NSW: SOCIAL SCIENCE PRESS |
| Readings | Effective teaching strategies lessons from research and practice (6ht ed.) | Recommended | Killen, R.(2013) | AUSTRALIA: CENGAGE LEARNING |
| Readings | Field experience: A guide to reflective teaching (6th ed.) | Recommended | Posner, G.J. (2005) | BOSTON: PEARSON |
| Readings | Learning for Teaching: Teaching for learning (2nd ed.) | Recommended | Whitton, D., Sinclair, C.,Barker, K., Nanlohy, P., & Nosworthy, M. (2010) | SOUTH MELBOURNE: CENGAGE LEARNING |
Graduate capabilities & intended learning outcomes
01. Demonstrate your knowledge of curriculum statements, policies and content; and a deeper understanding of how children learn.
- Activities:
- Professional Experience Placement aand evidence of meeting graduate standards for Teachers. Interview Task. Teaching Kit.
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
02. Demonstrate your ability to take charge of a class for sustained periods and be capable of planning, organising, implementing and evaluating learning of students
- Activities:
- Documentation of Professional Experience Placement and evidence of meeting graduate standards for Teachers.
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
03. Demonstrate your ability to work collaboratively with other members of the profession and engage in discussion of contemporary issues and research to improve professional practice.
- Activities:
- Documentation of Professional Experience Placement
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
04. Demonstrate your understanding of the Professional Requirements and Legal Responsibilities of Victorian teachers as outlined in the Victorian Institute of Teaching Code of Conduct.
- Activities:
- Documentation of Professional Experience Placement and evidence of meeting graduate standards for Teachers. Interview Task. Satisfactory completion of online module and quiz for Code of Conduct
- Related graduate capabilities and elements:
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
- Inquiry and Analytical Skills(Critical Thinking,Creative Problem-solving,Inquiry/Research)
Subject options
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Bendigo, 2016, Summer, Blended
Overview
Online enrolmentYes
Maximum enrolment size50
Enrolment information Only open to international students on exchange. Students must gain approval from subject coordinator to enrol.
Subject Instance Co-ordinatorDebra Edwards
Class requirements
Seminar
Two 5.0 hours seminar per study period on weekdays during the day and delivered via face-to-face.
Placement - Off Site
One 15.0 days placement - off site per study period on weekdays during the day and delivered via face-to-face.
"Minimum of 15 days placement"
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Essay comparing a home country and Australian curriculum. | 040 | 01, 04 | |
| Documentation of Professional Experience Placement and evidence of meeting home country requrements. | Hurdle requirement - 15 days of (compulsory) supervised teaching practice. Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment | 050 | 01, 02, 03, 04 |
| Completion of online modules and quiz for Code of Conduct and Code of Ethics. | 010 | 01, 04 | |
| Professional Experience | Hurdle requirement - 15 days of (compulsory) supervised teaching practice. Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment | 000 |
Bendigo, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDebra Edwards
Class requirements
Tutorial
One 2.0 hours tutorial per study period on weekdays during the day and delivered via face-to-face.
"Plus online learning"
Seminar
One 5.0 hours seminar per study period on weekdays during the day and delivered via face-to-face.
Placement - Off Site
One 15.0 days placement - off site per study period on weekdays during the day and delivered via face-to-face.
"Students undertaking secondary or middle years Strand have a 20 days placement requirement."
Lecture
Two 2.0 hours lecture per study period on weekdays during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Interview Task (1750 words) | Practise in addressing selection criteria in an interview situation. Students will give and receive feedback as well as reflect on the experience. | 40 | 01, 04 |
| Documentation of Professional Experience Placement and evidence of meeting the Graduate standards | 2000 Words | 50 | 01, 02, 03, 04 |
| Completion of online modules and quiz for Code of Conduct and Code of Ethics. (250 words equivalence | 10 | 01, 04 | |
| Professional experience | Hurdle requirement - 15 days of (compulsory) placement for Primary or Primary/Special Education strand and 20 days for Middle years or Secondary Strand - supervised teaching practice. Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment | 01, 02, 03, 04 |
Mildura, 2016, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDeborah Neal
Class requirements
Placement - Off Site
One 15.0 days placement - off site per study period on weekdays during the day and delivered via face-to-face.
"Students undertaking secondary or middle years Strand have a 20 days placement requirement."
Lecture
One 1.0 hours lecture per week on weekdays during the day and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Interview Task (1750 words) | Practise in addressing selection criteria in an interview situation. Students will give and receive feedback as well as reflect on the experience. | 40 | 01, 04 |
| Documentation of Professional Experience Placement and evidence of meeting the Graduate standards | 2000 Words | 50 | 01, 02, 03, 04 |
| Completion of online modules and quiz for Code of Conduct and Code of Ethics. (250 words equivalence | 10 | 01, 04 | |
| Professional experience | Hurdle requirement - 15 days of (compulsory) placement for Primary or Primary/Special Education strand and 20 days for Middle years or Secondary Strand - supervised teaching practice. Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment | 01, 02, 03, 04 |