units

EDF5807

Faculty of Education

Postgraduate - Unit

This unit entry is for students who completed this unit in 2013 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

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LevelPostgraduate
FacultyFaculty of Education
OfferedBerwick First semester 2013 (Day)
Clayton First semester 2013 (Day)
Gippsland First semester 2013 (Day)
Gippsland First semester 2013 (Off-campus)
Peninsula First semester 2013 (Day)
Coordinator(s)Dr Geoff White (Berwick); Dr Ian Mitchell (Clayton); Dr Michael Dyson (Gippsland, day); Associate Professor Jeffrey Dorman and

Synopsis

This unit focuses on learning and teaching in schools across a range of educational contexts and develops pre-service teachers' professional capacity to engage in educational inquiry about pedagogy, curriculum and assessment. Students draw upon principles of educational psychology and theories of learning to develop an understanding of how people learn in different contexts and educators plan to achieve successful learning outcomes. The unit highlights the centrality of language and communication to all teaching and learning. Students critically inquire into the relationships and modes of communication most conducive to creating productive learning environments.

Outcomes

Upon successful completion of this unit, students should be able to:

  1. critically examine personal beliefs, values and experiences about learning and teaching, communication and motivation,
  2. demonstrate an awareness of the central role of language in learning,
  3. apply an understanding of theoretical views of learning and classroom management to the planning of learner-centred teaching,
  4. plan and build positive learning environments and relationships through effective communication,
  5. plan the creative use of a range of learning resources in their teaching,
  6. apply a variety of pedagogical approaches that engage school students in their learning and assessment,
  7. apply concepts and theories from educational psychology and philosophy to analyse, reconsider and question school-based experiences and improve their teaching,
  8. plan a unit of work designed to develop cross-curricula skills, and
  9. critically enquire into various curricula, teaching and assessment practices to determine their educative value.

Assessment

Assessment task 1: Peer teaching and reflection (25%) (2000 word equivalent), Assessment task 2a: Curriculum and resource development and collection, and Assessment task 2b: Practicum research task; (75%) (6000 words)

Chief examiner(s)

Contact hours

Average of 24 hours per week including 3 contact hours