EPT424 Professional Experience 5: The Beginning Teacher (16)
Abstract| This subject offers students in their final year of the course the opportunity to demonstrate their self-sufficiency and independence as a critically reflective early childhood professional. Students will undertake two 5-week blocks of professional experience. One being in a 0-5 setting and one in a K-6 school setting and will be during terms 3 and 4 of the school year. Students will reflect on their developing professional profile and evaluate the contribution of this experience to their professional growth. Students have the opportunity to specialise in studies of Australian Indigenous education in this subject. |
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+ Subject Availability Modes and Location
| Session 2 | | Internal | Albury-Wodonga Campus | | Internal | Bathurst Campus | | Internal | Dubbo Campus |
Continuing students should consult the SAL for current offering details: EPT424
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 information| Duration | Grading System | School: |
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| One session | SY/US | School of Teacher Education |
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Enrolment restrictions| Available only to students enrolled in the Bachelor of Education (Early Childhood and Primary) or as determined by the Course Coordinator. |
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| Prerequisite(s) | Incompatible subject(s) |
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| EPT422 and EPT316 and EPT317 and EEB423 | EPT405 |
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Learning OutcomesUpon successful completion of this subject, students should:
- Be able to demonstrate significant progress towards the achievement of professional goals relevant to competence and ethical pedagogy, relationship formation and maintenance, communication, and appropriate administrative knowledge and responsibility.
- Be able to demonstrate competence in planning, implementing, assessing and evaluating an integrated series of learning experiences in a K-6 context and birth to 5 year old setting
- Be able to justify their pedagogical decisions in light of their understanding of quality teaching, diverse learners and rural contexts
- Be able to demonstrate effective interpersonal engagement with professional stakeholders
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SyllabusThe subject will cover the following topics:
- Review personal and professional attributes required of quality teachers
- Negotiation and communication skills
- Educational programming
- Working with the community in the design and delivery of quality educational programs
- Role of critical reflection in improving learning and teaching
- Assessing, reporting and recording learning |
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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.
