EEB426 Becoming a Professional (8)
AbstractThis subject will develop students as reflective professionals. Students will engage in collegial communities of practice to evaluate personal goals, critique their educational practice and consider how others have contributed to their professional learning. A professional reflection portfolio outlining students' approach to educational practice, personal professional development and goals for on-going self review will be presented at a formal conference after their final Internship experience in relation to the Graduate Teaching Standards. |
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+ Subject Availability Modes and Location
Session 2 | Internal | Bathurst Campus | Internal | Wagga Wagga Campus |
Continuing students should consult the SAL for current offering details: EEB426
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
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Subject informationDuration | Grading System | School: |
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One session | HD/FL | Faculty of Education |
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Enrolment restrictionsEntry into the Bachelor of Education (Primary) and the Bachelor of Education (Primary) (Honours) programs or as determined by the course coordinator. |
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Incompatible subject(s) |
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EEB417 |
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Learning OutcomesUpon successful completion of this subject, students should:
-understand the various standards and expectations set by the profession; -articulate a personal theory of educational practice; -analyse and critically reflect on personal goals and professional practice; -have examined the problematic nature of teaching in a range of positions eg casual, temporary, part time. -demonstrate the capacity to work effectively with, and contribute to, communities of practice; -present a coherent and authoritative account of systematic classroom inquiry into their own practice; -demonstrate a commitment to continuous professional learning through the preparation of a professional reflection portfolio. |
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SyllabusThe subject will cover the following topics: -The realities of employment in casual or temporary positions.
-The need for resilience and problem solving when entering the profession.
-Building teams with community agencies and organisations to enhance professionalism.
-Engaging with parents and caregivers in the education process.
-Personal theory development.
-The beginning teacher and working towards professional competence.
-Generating, implementing and critiquing professional and personal goals.
-Maintaining a professional reflection portfolio.
-Sustainable professional development.
-Contributing to the school and the wider community.
-Establishing, developing and maintaining relationships within professional communities of practice. |
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The information contained in the 2015 CSU Handbook was accurate at the date of publication: 01 October 2015. The University reserves the right to vary the information at any time without notice.