edu4tt transitions to teaching
TRANSITIONS TO TEACHING
EDU4TT
2019
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.
SchoolSchool of Education
Credit points15
Subject Co-ordinatorDebra Edwards
Available to Study Abroad StudentsYes
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Exchange StudentsYes
Subject particulars
Subject rules
Prerequisites EDU3TL and (EDU3ISL or EDU3MYL) or with Subject Coordinator approval
Co-requisitesN/A
Incompatible subjectsN/A
Equivalent subjects EDU4FEB, EDU4TTP
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 and Documentation Online modules and tutorials Interview Task
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
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
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
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
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
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
- Related graduate capabilities and elements:
- Discipline -Specific Knowledge and Skills(Discipline-Specific Knowledge and Skills)
Subject options
Select to view your study options…
Bendigo, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDebra Edwards
Class requirements
TutorialWeek: 31 - 43
One 2.0 hours tutorial per week on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
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.
Unscheduled Online ClassWeek: 31 - 43
Two 2.0 hours unscheduled online class per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Documentation of Professional Experience Placement and evidence of meeting (Approx 2000 words) | 50 | 01, 02, 03, 04 | |
| Interview Task (Approx 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, 02, 03, 04 |
| Completion of online modules and quiz for Code of Conduct and Code of Ethics (Approx 250 words) | Online | 10 | 01, 04 |
| Supervised teaching practice | Hurdle requirement - 15 days of satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment | 01, 02, 03, 04 |
Bendigo, 2019, Semester 1, Blended
Overview
Online enrolmentNo
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorDebra Edwards
Class requirements
Unscheduled Online ClassWeek: 10 - 22
Six 2.0 hours unscheduled online class per study period on weekdays during the day from week 10 to week 22 and delivered via online.
TutorialWeek: 10 - 22
Three 2.0 hours tutorial per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
Placement - Off SiteWeek: 10 - 22
One 15.0 days placement - off site per study period on weekdays during the day from week 10 to week 22 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Assessment Task 1: Documentation of Professional Experience Placement and evidence of meeting | As required by the course student is enrolled in | 050 | 01, 02, 03, 04 |
| Assessment Task 3: Completion of online modules and quiz for Code of Conduct and Code of Ethics | Online | 010 | 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 | 000 | 01, 02, 03, 04 |
| Comparative essay | 040 | 01, 03 |
Mildura, 2019, Semester 2, Blended
Overview
Online enrolmentYes
Maximum enrolment sizeN/A
Enrolment information
Subject Instance Co-ordinatorKymberley 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.
Unscheduled Online ClassWeek: 31 - 43
Six 3.0 hours unscheduled online class per study period on weekdays during the day from week 31 to week 43 and delivered via online.
TutorialWeek: 31 - 43
Five 1.0 hours tutorial per study period on weekdays during the day from week 31 to week 43 and delivered via face-to-face.
Assessments
| Assessment element | Comments | % | ILO* |
|---|---|---|---|
| Documentation of Professional Experience Placement and evidence of meeting (Approx 2000 words) | 50 | 01, 02, 03, 04 | |
| Interview Task (Approx 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, 02, 03, 04 |
| Completion of online modules and quiz for Code of Conduct and Code of Ethics (Approx 250 words) | Online | 10 | 01, 04 |
| Supervised teaching practice | Hurdle requirement - 15 days of satisfactory participation and performance to defined exit standards are required to meet the compulsory hurdle assessment | 01, 02, 03, 04 |