TRANSITIONS TO TEACHING
EDU4TT
2018
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 individualising 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.
School: School of Education
Credit points: 15
Subject Co-ordinator: Debra Edwards
Available to Study Abroad Students: No
Subject year level: Year Level 4 - UG/Hons/1st Yr PG
Exchange Students: No
Subject particulars
Subject rules
Prerequisites: EDU3TL and (EDU3ISL or EDU3MYL)
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: EDU4FEB, EDU4TTP
Special conditions: N/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 and Documentation Online modules on Code of Ethics and Code of Conduct Interview Task. Tutorials
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:
- Professional Experience Placement and Documentation Online modules and tutorials
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:
- Professional Experience Placement and Documentation 'Online modules and tutorials
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:
- Professional Experience Placement and Documentation Interview Task. Online modules and tutorials
Bendigo, 2018, Week 35-47, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Debra Edwards
Class requirements
TutorialWeek: 35 - 47
One 2.0 hours tutorial per week on weekdays during the day from week 35 to week 47 and delivered via face-to-face.
"Plus online learning"
SeminarWeek: 35 - 47
One 5.0 hours seminar per study period on weekdays during the day from week 35 to week 47 and delivered via face-to-face.
Placement - Off SiteWeek: 35 - 47
One 15.0 days placement - off site per study period on weekdays during the day from week 35 to week 47 and delivered via face-to-face.
LectureWeek: 35 - 47
Two 2.0 hours lecture per study period on weekdays during the day from week 35 to week 47 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Assessment Task 1: Documentation of Professional Experience Placement and evidence of meeting | 50 | 01, 02, 03, 04 | |
| Assessment Task 2: Interview Task | Practise in addressing selection criteria in an interview situation. Students will give and receive feedback as well as reflect on the experience. | 40 | 01, 02, 03, 04 |
| Assessment Task 3: Completion of online modules and quiz for Code of Conduct and Code of Ethics | Online | 10 | 01, 04 |
| Supervised teaching practice | Hurdle requirement - 15 days of (compulsory) . Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment |
Mildura, 2018, Semester 2, Blended
Overview
Online enrolment: Yes
Maximum enrolment size: N/A
Enrolment information:
Subject Instance Co-ordinator: Kymberley Barbary
Class requirements
Placement - Off SiteWeek: 31 - 43
One 15.0 days placement - off site per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
LectureWeek: 31 - 43
One 1.0 hours lecture per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Assessment Task 1: Documentation of Professional Experience Placement and evidence of meeting | 50 | 01, 02, 03, 04 | |
| Assessment Task 2: Interview Task | Practise in addressing selection criteria in an interview situation. Students will give and receive feedback as well as reflect on the experience. | 40 | 01, 02, 03, 04 |
| Assessment Task 3: Completion of online modules and quiz for Code of Conduct and Code of Ethics | Online | 10 | 01, 04 |
| Supervised teaching practice | Hurdle requirement - 15 days of (compulsory) . Satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment |