Pre-requisites

ED141.406 Educational Contexts and Professional Engagement 1

Co-requisites

ED242.406 Effective Learning Environments
ED243.406 Engaging Curriculum

Learning Outcomes

On successful completion of this unit, the student will be able to:

• On completion the pre-service teacher will be able to observe and reflect on the effectiveness of a learning environment

• On completion the pre-service teacher will be able to observe and reflect on professional behaviour

• On completion the pre-service teacher will be able to observe and reflect on learning and teaching strategies

• At the end of Practicum 1 the pre-service teacher will demonstrate knowledge, understanding and skills in development and management of an effective learning environment

• At the end of Practicum 1 the pre-service teacher will demonstrate knowledge, understanding and skills in professional identity and engagement

• At the end of Practicum 1 the pre-service teacher will demonstrate knowledge, understanding and skills in Christian perspectives on learning and teaching

• At the end of Practicum 1 the pre-service teacher will demonstrate knowledge, understanding and skills in application and evaluation of a range of pedagogies

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely know how students learn and how to teach them effectively

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely know the content they teach

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely know their students

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely plan and assess for effective learning

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely create and maintain safe and challenging learning environments

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely use a range of teaching practices and resources to engage students in effective learning

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely reflect on, evaluate and improve their professional knowledge and practice

• The pre-service teacher will be able to show evidence in their development against the Standards for Graduating Teachers (VIT), namely are active members of their profession

Unit Description

Practicum Content

During the school-based learning experiences, pre-service teachers will demonstrate a responsive and responsible approach to professional practice and satisfactorily complete practicum placements. They will relate personally to the role and responsibility of a Christian teacher, demonstrating a Christian and professional manner with students, colleagues and the school community.

Practicum Structure

Pre-service teachers will be required to undertake five days of initial orientation (Practicum 1. Part A. 5 Days) and one 25 day teaching block in primary school settings (Practicum 1. Part B. 25 Days).

The practicum experiences together with the Tabor-based delivery of the units of Effective Learning Environments and Engaging Curriculum in particular, are designed in a developmental way that scaffolds the pre-service teachers development in professional practice from those of a novice to independent graduate teacher.

Pre-service teachers will have a Working with Students check before they undertake practicum.

Practicum 1. Part A. 5 Days

In the early part of the semester of the course, pre-service teachers will spend five days in a school observing classroom practices and school operations. Most of these days will be in a primary setting although at least one day may be in a special school or similar.

Pre-service teachers will observe and reflect on the effectiveness of a learning environment in terms of: overall student learning; attention to individual learning needs; management of student behaviour and teachers professional behaviour and ethical conduct. In addition they will observe and reflect on professional behaviour including empathy, positive regard for and rapport with students; productive relationships with colleagues as well as teachers on-going learning.

Practicum 1. Part B. 25 Days

This 25 day teaching block will occur in the same semester as the Practicum 1 (Part A. 5 Days) and, hopefully in the same school. The schools will be encouraged to view the pre-service teachers as co-learners with their supervising teachers and provide a professional experience that scaffolds their development. The pre-service teachers will observe teaching and learning, teach small groups of students, team teach with their supervising teachers and, as appropriate, teach whole classes. They will then return to their Tabor-based units which are constructed to assist them to reflect on their teaching, address individual concerns and prepare strategically for the second practicum.

Supervising teachers will provide advice and support for the pre-service teachers and will assess their teaching against the Standards for Graduating Teachers - (Victorian Institute of Teaching).

As pre-service teachers progress through the practicum, they are expected to demonstrate increasing competence and professional growth. All pre-service teachers are encouraged to observe as many different classes as possible and to become well immersed with school life.

Pre-service teachers plan learning sessions, observe teachers and reflect on their own teaching. They are required to incorporate digital technologies in their teaching, learning, preparation and assessment practices displaying improving personal proficiency.

Teaching Strategies

Pre-service teachers learning in this course will involve a variety of approaches including: lectures; practicum placements; observations; responding to educational scenarios; critical reflections; discussions; tutorials; workshops; assessment tasks; assessment feedback; guest speakers; classroom observations; practical teaching assignments; reflective journals; contact with professional associations; oral presentations; and online activities.

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Unit offerings

Face to face: (Every Year, Semester 1)
Face to face: (Every Year, Semester 2)

Please note

The Unit Offerings listed above are a guide only and the timetable for any year is the final authority. The College may vary offerings based on demand, regulatory requirements, continual improvement processes or other conditions.

This unit may be available in different modes of delivery i.e. online and face-to-face as listed above. The unit content will not differ between these modes of delivery. There will possibly be a difference in the schedule and/or the prescribed assessment tasks, however both will cover and assess the same content.