This subject develops teacher education students' understanding of issues that impact on students from diverse linguistic, cultural, religious and socioeconomic backgrounds. The need for all teachers to be able to recognise and respond appropriately to the needs and strengths of culturally and linguistically diverse students and effectively teach students for whom English is an Additional Language or Dialect (EAL/D) underpins the objectives of this subject and builds on the foundation of Critical Studies in Education.
Teacher education students will acquire the knowledge and skills necessary to create inclusive classrooms that promote student participation, engagement and success in school. In order to do this, the subject addresses a range of aspects of cultural diversity, multiculturalism, and their relationship to schooling in light of relevant state and national policies, with the aim of creating a more equitable and just society. This entails focussing upon curriculum planning and pedagogical practice that considers and responds to histories, cultures, and languages, cultural diversity, religion, and socioeconomic backgrounds, and differentiation of instruction to promote equity and excellence.
Teacher education students will be required to think ethically, sociologically and reflectively and develop an understanding of the interconnections between theory, research, teaching and learning to consider how schooling and teaching can contribute to a more equitable society. An examination of the ways in which empathy, values and ethical and intercultural understandings can be introduced and taught within the classroom environment will be considered in this subject.
School of Teacher Education
EEP425 or EEP505
The following table summarises the assessment tasks for the online offering of EEP424 in Session 2 2019. Please note this is a guide only. Assessment tasks are regularly updated and can also differ to suit the mode of study (online or on campus).
The information contained in the CSU Handbook was accurate at the date of publication: July 2020. The University reserves the right to vary the information at any time without notice.