No offerings have been identified for this subject in 2016

EPT421 Primary Internship: Policy, Practice and Professionalism (16)


This is a professional school /community Internship based subject in the student's chosen area of specialisation, providing opportunities for the student to demonstrate self-sufficiency and independence as a beginning teacher. This subject will provide opportunities for students to explore professional, ethical and legal responsibilities of primary teachers. Links will be made between this subject and the students' specialisation practicum/internship experiences. Theoretical and practical aspects of being a beginning and developing teaching professional will underpin all parts of the subject.

+ Subject Availability Modes and Location

Continuing students should consult the SAL for current offering details prior to contacting their course coordinator: EPT421
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 Teacher Education

Enrolment restrictions

Entry to the Bachelor of Education (Primary) (Honours) program or as determined by the course coordinator.
Prerequisite(s)Related subject(s)
EPT314ERP400 Education Honours Disssertation

Learning Outcomes

Upon successful completion of this subject, students should:

- value the contributions they can make as members of the teaching profession by writing and presenting at conferences about the issues which face teaching professionals;
- engage in self-assessment of developing teaching skills and gradual induction into the profession;
- assume, through demonstration of self-sufficiency and independence, the role of a beginning teaching professional;
- effectively reflect on their own practice in order to plan for and carry out ongoing professional development;
- identify and explore current issues with professional colleagues;
- demonstrate an understanding of professional, legal and ethical
requirements of teaching professionals;
- act upon knowledge of legal responsibilities of teaching
- meet all requirements of an appropriate child protection
training package;
- articulate an understanding of 'ethical conduct';
- identify and act in accordance with codes of conduct and ethics
related to the teaching profession; and
- continue to develop a professional learning and teaching portfolio.


The subject will cover the following topics:
- Policy and practice with/in the profession (case studies e.g. rural landscapes, advocacy landscapes, changing policy landscapes). - 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 and leadership. - Information and Communication Technology as a tool in the field. - Responding to teaching and learning contexts via education. - 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. - Creating and maintaining professional learning and teaching portfolios.

Work Place Learning

This subject contains a Workplace Learning component. Please contact the subject coordinator for further information.


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.