TRANSITION TO EFFECTIVE TEACHING
Not currently offered
Credit points: 15
This core subject for fourth year students involves the consolidation of skills accumulated over the four years of pre-service teaching. By the end of this subject, students should have demonstrated that they have the skills, ideas, strategies and resources to begin their first year of teaching independently, including how to monitor and report student progress to the school community. During this capstone subject, students will demonstrate that they are capable of planning, teaching, assessing and reporting on units of work which differentiate for all learner needs. The planning will be based on student contexts and specific learning needs. Pre-service teachers will use reflective practices to plan for effective learning environments. As part of professional preparation for graduate teacher position interview process students will develop a portfolio and a team designed resource kit. Students will undertake 20 days of professional practice in a school setting and need to be assessed as ready to teach for successful completion of this subject.
Subject Co-ordinatorJacolyn Weller
Available to Study Abroad/Exchange StudentsNo
Subject year levelYear Level 4 - UG/Hons/1st Yr PG
Available as ElectiveNo
Prerequisites EDU3ECM. Only available to students enrolled in one of the following degrees: EBTP - Bachelor of Teaching (Primary), EBTS - Bachelor of Teaching (Secondary), EBOCE - Bachelor of Outreach and Community Education, EBTOCE - Bachelor of Teaching (Outreach and Community Education, AZAAE - Bachelor of Arts/Bachelor of Arts Education, SZSSE - Bachelor of Science/Bachelor of Science Education
Quota Management StrategyN/A
Quota-conditions or rulesN/A
Special conditionsProfessional Experience is a Compulsory Professional Requirement - The grade will apply to the associated reflection, portfolio, discipline-knowledge and curriculum activities undertaken while on professional experience. Further information is provided on the subjects LMS page detailing the assessment criteria, their relationship to intended learning outcomes and the performance expectations on which grading is based.
Minimum credit point requirementN/A
Visible learning for teachers: Maximising impact on learning.
PublisherLONDON; NEW YORK: ROUTLEDGE
Self sourced or Uni sourcedN/A
Entire subject or partial subjectN/A
Total hours/days requiredN/A
Location of WBL activity (region)N/A
WBL addtional requirementsN/A
Graduate capabilities & intended learning outcomes
Intended Learning Outcomes
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