EPT418 Early Childhood Internship: Policy, Practice and Professionalism (16)
CSU Discipline Area: Professional Studies (PROFL)
Duration: One session
Abstract:
EPT418 is a professional centre/service/community/school Internship providing opportunities for the student to demonstrate and enact leadership, self-sufficiency, and independence as a beginning teacher. Every student must complete at least six weeks of this Internship in a prior to school setting. A maximum of four weeks may be completed in a K–2 setting. Students will identify and deconstruct issues from internship and practicum experiences. In order to play an active role as a teaching professional, students will explore one issue from the domain Issues in Care and Education in depth. This subject will provide opportunities for students to explore professional, ethical and legal responsibilities of early childhood teachers. Theoretical and practical aspects of being a beginning and developing teaching professional will underpin the subject.
+ Subject Availability Modes and Locations
No offerings have been identified for this subject in 2013.Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EPT418
Where differences exist between the handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Prerequisite(s):
Enrolment restrictions:
Entry into the Bachelor of Education (Early Childhood) (Honours) program or as determined by the course coordinator.
Objectives:
Upon successful completion of this subject, students should:
- consider Early Childhood Education in an international, national, state and local context (including rural and remote contexts);
- explore the underlying values, understandings and contextual influences which impact upon issues of care and education;
- identify current issues for children, families, teachers and communities from internship and practicum experiences;
- deconstruct the socio-cultural contexts of care and education to be able to effectively respond to the needs of children within specific contexts (e.g. rural children’s services, Aboriginal community schools in the Northern Territory);
- effectively reflect on their own practice and engage in self-assessment of developing teaching skills
- assume the role of a beginning teaching professional through demonstration of self-sufficiency and independence;
- work towards mastery of the performance skills in teaching management and leadership in the student's area of specialisation;
- demonstrate a knowledge and understanding of best practice according to current discourses;
- demonstrate and articulate an understanding of professional, legal and ethical requirements of teaching professionals;
- meet all requirements of an appropriate child protection
training package;
- continue to develop a professional learning and teaching portfolio.
This subject will have strong links to EEB423: Leadership and Management and EEP400: Reconciliation in the EC context in the Bachelor of Education (Early Childhood).
Syllabus:
The subject will cover the following topics:
- International and National Early Childhood Education Landscapes; - Learning environments (eg. Landscapes for babies; Literacy landscapes; Technology in early childhood landscapes); - Policy and practice with/in the profession (case studies eg. rural landscapes, advocacy landscapes, changing policy landscapes); - Quality assurance and risk management for early childhood: The big picture. (e.g. risks for indigenous children); - Identifying, deconstructing and exploring issues in the field: problem-based approaches; - Challenging policy and practice using social justice frameworks; - Reflective practice: What can we learn from theorising our experiences?; - Personal and professional qualities of teachers; - Learning and teaching experiences: planning, implementation and evaluation; - Induction of a beginning teacher into multiple roles- teaching, management and leadership; - Responding to teaching and learning contexts in education and care services for children (birth to twelve years); - Thinking holistically about children, families and the community; - Professionalism and professionalising teachers; - Perceptions of quality in teaching professionals - values discourse; - Interrupting normative discourses of contemporary educational theory and practice - intervention and advocacy; - Ethical inquiry, ethical conduct and the Ethical Response Cycle (Pollnitz & Newman, 2000); - Responsibilities and rights of teachers, children, families and communities (with particular attention to rural and indigenous communities); - Child protection training for beginning teachers; and - Creating and maintaining professional learning and teaching portfolios.
Workplace Learning
This subject contains a Workplace Learning component. Please contact the subject coordinator for further information.
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.