units

EDF4008

Faculty of Education

Undergraduate - Unit

This unit entry is for students who completed this unit in 2014 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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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

LevelUndergraduate
FacultyFaculty of Education
OfferedNot offered in 2014

Synopsis

This unit focuses on teaching and teachers' work as praxis, that is, it examines the complex combination of educational theory, practice and ethics that motivates teachers to act responsibly and responsively in meeting the needs of the students in their care and their own needs. Drawing on contemporary and historical accounts of practitioner inquiry in Australia and internationally, the unit investigates the diverse ways in which teachers respond to the call to be reflective practitioners and lifelong learners in an educational landscape and a world that is continually changing. Students explore and critically reflect on their beliefs, values and identity as teachers, as they build knowledge and expertise and also advocate for their profession and their students in and beyond the classroom. Central to this unit is the experience of undertaking focused practitioner inquiry in a collaborative professional setting and then presenting the 'outcomes' of this inquiry in a public mini-conference at the conclusion of the unit.

Outcomes

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

  1. understand and articulate the connections between educational theory, practice and ethics in teachers' professional praxis
  2. explore and critically reflect on their beliefs, values, identity and ethical responsibilities as teachers in changing educational and cultural contexts
  3. cultivate collaborative approaches to teaching, student learning, professional learning and practitioner inquiry (or teacher research)
  4. undertake collaborative practitioner inquiry in the context of a school-university relationship, and present this research in a public, scholarly conference
  5. appreciate the value of practitioner inquiry in teachers' ongoing professional learning and advocacy for their profession and their students
  6. develop and articulate their teaching philosophy, informed by a combination of their beliefs, values, experiences of practitioner inquiry, and other research-based knowledge.

Assessment

Scholarly essay, scoping the research to be undertaken for assessment task 2
(2000 words, 50%)
Conference presentation, with accompanying reflective paper (a group task) (2000 words equivalent per student, 50%)

Workload requirements

Minimum total expected workload is 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 2 hours per week (in non-placement weeks) of lectures/tutorials/workshops

(c.) Additional requirements (all students):

  • independent study to make up the required minimum hours during the semester

This unit applies to the following area(s) of study

Prerequisites

Co-requisites