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EPT126 Becoming a Teacher (8)

Abstract

In this subject students will consider what skills and aptitudes are required to teach, and assess their level of collaborative skills while addressing a series of teaching dilemmas and situations. They will use the collaborative process to share plans for reading aloud, and to provide feedback to group members. Students will begin to develop their course portfolio, adding artefacts and personal reflections. They will consider the importance of effective communication skills, including the use of technology and other digital tools, for teaching. They will develop skills of dialogical feedback and learn to provide and accept feedback on their actions, and to work as a team to develop teaching plans.

+ Subject Availability Modes and Location

Session 1
On CampusAlbury-Wodonga Campus
On CampusBathurst Campus
On CampusDubbo Campus
On CampusWagga Wagga Campus
Continuing students should consult the SAL for current offering details: EPT126
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

Incompatible subject(s)
EEB104

Learning Outcomes

Upon successful completion of this subject, students should:
  • Be able to explain the importance of planning for meetings, establishing a process to run the meeting, and recording the decisions and discussion.
  • Be able to meet in working groups and indicate their own view and then work with the group to develop a consensual decision.
  • Be able to identify the importance of communication skills for teaching, and recognise both verbal and non-verbal strategies for making meaning for children.
  • Be able to identify the technology skills and understandings that they need to develop before they become a teacher, and indicate strategies they will use to improve their skills.
  • Be able to prepare and present oral reading presentations to their peers, identifying the age of children the reading is aimed towards, and composing appropriate questions and comments to enable the intended learning to be achieved.
  • Be able to identify the key approaches and behaviours involved in collaborative work, acknowledge where they have strengths, and identify where their skills can be developed.

Syllabus

The subject will cover the following topics:
  • Developing and maintaining a portfolio
  • Communication skills for teaching
  • Teaching through reading aloud
  • Working in collaboration as a teacher

Work Place Learning

This subject contains a Compulsory Workplace Learning component of 3 days duration. Each week students will plan, implement and deconstruct a learning activity with the support and guidance of a mentor or peers.  The mentor can be in an early childhood education setting or a primary school.  

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The information contained in the 2018 CSU Handbook was accurate at the date of publication: 13 October 2017. The University reserves the right to vary the information at any time without notice.