EED442 Teaching for Learning (8)


During this subject students encounter a range of perspectives on the pedagogical practices of teachers. Selected perspectives on the role and emphasis of teachers' practices are explored from disciplinary fields including school reform, behaviour and classroom management, and the philosophy of education (specifically, values - what aspects of teachers' practice are considered as most important - and ethics: not only what a teacher can do, but what a teacher should take into consideration). Emphasis is placed on reaching a justified stance on these (sometimes) conflicting perspectives. Issues of evaluation and assessment of teaching and learning are explored.

+ Subject Availability Modes and Location

Session 1
DistanceBathurst Campus
Session 2
DistanceBathurst Campus
Continuing students should consult the SAL for current offering details: EED442
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.

Subject information

Duration Grading System School:
One sessionHD/FLSchool of Education

Enrolment restrictions

Entry into the Bachelor of Teaching (Secondary), Bachelor of Education (Health and PE), Bachelor of Education (TAS), Bachelor of Education (Secondary Mathematics), Graduate Diploma of Education (Secondary) program or as determined by the course coordinator.

Learning Outcomes

Upon successful completion of this subject, students should:
- identify different concepts and views of learning;
- outline different perspectives on teachers' practices;
- identify and describe different aspects of teachers' practices;
- identify and investigate a range of quality teaching frameworks;
- develop and utilise a repertoire of teaching and assessment practises to address the diverse needs of students;
- state and justify personal theories about the relationship between teacher's practices, classroom conditions and student learning;
- justify the choice of different pedagogical tools in the management of learning in the classroom;
- develop an instrument to evaluate teaching in classrooms;
- derive implications from educational research and develop teaching positions relevant to these implications;
- describe the effects of educational reform on teachers,
- exhibit an active, interactive and iterative approach to pedagogy and learning;
- identify, describe, reflect and act on their own pedagogic practices;
- describe and work within institutional limitations; and,
- identify, develop and justify an appropriate range of prevention, intervention and response strategies in managing classroom and individual student behaviour.


The subject will cover the following topics:
1.Pedagogy and classroom management: - approaches to learning. - models of the classroom environment. - quality teaching frameworks. - approaches to classroom and behaviour management: theories, skills and strategies. - maximising learning in the classroom. - role of teachers and students within different classroom models. 2.Changes in expectations of teachers and educational reform: - large scale research-based models (QSRLS; Productive Pedagogies etc). - teacher effectiveness literature. - evidence-based practice: what counts as evidence. - teaching as a profession, and the social contract of teachers. - the politics of educational reform. 3.Philosophy in the classroom: - what can teachers do? versus What should they do? - interactions and interventions between teachers and students: ethical practices? - goals and values; means and ends in teaching. - dilemmas and sticking points: social justice and student choice. - effective teaching: For whom? 4. Evaluating and assessing teaching & learning: - naming and representing elements of the classroom environment. - relating evaluation processes to values and beliefs. - the effectiveness of classroom practices: changes over time. - the complex nature of assessment and evaluation: the relationship between changes in learning to changes in classroom practice. - utilising frameworks to evaluate teaching and learning.


The information contained in the 2016 CSU Handbook was accurate at the date of publication: 06 September 2016. The University reserves the right to vary the information at any time without notice.