EEP426 Becoming a Teacher 2 (8)
Abstract|
In this capstone subject, students will draw together their development as a teacher committed to social justice and excellent practice by exploring the role they will play in advocating for the rights of young children and their families, and articulating a personal stance. They will analyse their personal practice and identify the professional learning goals they have as they enter the profession. They will consider their entry into the profession and plan for their initial period in the position of educator, either in early childhood or primary classrooms. Students will finalise their portfolio that demonstrates achievement of the standards that reflect the Australian Teaching Standards and the requirements of ACECQA. |
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+ Subject Availability Modes and Location|
This is a new subject to be introduced in 2015. The subject is not available for enrolment in 2014. |
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Subject information| Duration | Grading System | School: |
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| One session | HD/FL | School of Teacher Education |
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Learning OutcomesUpon successful completion of this subject, students should:
- be able to identify issues for children/families or the teaching profession, and argue for the need for advocacy for children and families;
- be able to explain the purpose of, and utilize as references, a range of Australian and international documents that are current and appropriate as reference points for Australian educators;
- be able to critically discuss aspects of their practice with a mentor or peer, highlighting their strengths and areas for development and describing their philosophy of teaching and learning;
- be able to demonstrate knowledge of the National Professional Standards, and National Quality Framework, and correctly annotate personal evidence that was collected from the professional experience;
- be able to produce an annotated professional portfolio that presents them as professional teachers, able to meet required standards.
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SyllabusThe subject will cover the following topics:
- Preparing and finalising a portfolio
- Annotating evidence
- Presenting effectively
- Responding to feedback
- Teacher as advocate
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The information contained in the 2014 CSU Handbook was accurate at the date of publication: 13 September 2013. The University reserves the right to vary the information at any time without notice.
