CQUniversity Unit Profile
EDED11454 Education as a Profession
Education as a Profession
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The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.
General Information

Overview

Education as a Profession examines the history and philosophy underpinning educational theory as a basis for understanding the role of education in contemporary society. Students investigate the impact of social, cultural and economic change on the professionalism of educators and concepts of quality and effective practice in educational settings to understand the role of “teacher as learner”. They critically reflect on the contextual factors that influence what it means to be an educator in 21st century society and use Professional Standards and Codes of Ethics and/or Conduct relevant to the work of educators to develop an understanding of the relationship between social justice, ethical practice and professional identity. Students evaluate ways in which their own beliefs about teaching and learning affect professional practice and use ethical and professional standards to explain the rationale for ongoing professional learning and the implications for improved student learning. Students develop an understanding of the purpose of e-portfolios for documenting evidence of professional learning and create a personal response to key ideas about the purpose of contemporary education in the form of a digital artefact which is used to start the reflection process of maintaining and adding to the e-portfolio over the course of the course.

Details

Career Level: Undergraduate
Unit Level: Level 1
Credit Points: 6
Student Contribution Band: 7
Fraction of Full-Time Student Load: 0.125

Pre-requisites or Co-requisites

There are no requisites for this unit.

Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).

Offerings For Term 3 - 2021

Online

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Class and Assessment Overview

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Bundaberg, Cairns, Emerald, Gladstone, Mackay, Rockhampton, Townsville
Adelaide, Brisbane, Melbourne, Perth, Sydney

Assessment Overview

1. Written Assessment
Weighting: 50%
2. Portfolio
Weighting: 50%

Assessment Grading

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.

Previous Student Feedback

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback from Unit Evaluation

Feedback

Quantity of readings

Recommendation

Review weekly reading expectations.

Feedback from Unit Evaluation

Feedback

Unit content

Recommendation

Maintain the current topics as it provides a broad overview of this profession.

Feedback from Unit Evaluation

Feedback

Second assignment

Recommendation

Review the wording of the second assignment to clarify relevant elements.

Unit Learning Outcomes
On successful completion of this unit, you will be able to:
  1. Identify social, cultural and economic changes that impact on the purposes and outcomes of education in 21st century Australian society
  2. Reflect on self as learner and discuss the relevance of personal and professional lifelong learning for educational professionals
  3. Reflect on the impact of personal perspectives of race, class, gender and identity formation on the professional role of educators
  4. Evaluate contemporary perspectives on social justice and their relationship to Professional Standards and Codes of Ethics and Conduct for professional educators
  5. Assess ways in which knowledge of educational contexts such as socioeconomic background, culture, identity and gender shape the decision-making of educators.

Successful completion of this unit provides opportunities for students to engage with the Australian Professional Standards for Teachers (Graduate Career Stage) focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

4.4 Maintain student safety

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

7.2 Comply with legislative, administrative and organisational requirements

In addition, competency elements from the Diploma of Children's Services (Early Childhood Education and Care) are taught and assessed in this unit.

Alignment of Learning Outcomes, Assessment and Graduate Attributes
N/A Level
Introductory Level
Intermediate Level
Graduate Level
Professional Level
Advanced Level

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment - 50%
2 - Portfolio - 50%

Alignment of Graduate Attributes to Learning Outcomes

Graduate Attributes Learning Outcomes
1 2 3 4 5
1 - Communication
2 - Problem Solving
3 - Critical Thinking
4 - Information Literacy
5 - Team Work
6 - Information Technology Competence
7 - Cross Cultural Competence
8 - Ethical practice
9 - Social Innovation

Alignment of Assessment Tasks to Graduate Attributes

Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment - 50%
2 - Portfolio - 50%
Textbooks and Resources

Textbooks

Supplementary

Teaching: Making a difference 4th (2019)

Authors: Churchill, Godinho, Johnson, Keddie, Letts, Lowe, Mackay, McGill, Moss, Nagel, Shaw & Rogers
Wiley
ISBN: 9780730355120
Binding: eBook

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
Referencing Style

All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)

For further information, see the Assessment Tasks.

Teaching Contacts
Hector Costello Unit Coordinator
h.costello@cqu.edu.au
Schedule
Week 1 Begin Date: 08 Nov 2021

Module/Topic

Perceptions of educators

Chapter

Corrigan, 2016

Ewing et al., 2020, pp. 2-8

Events and Submissions/Topic

Week 2 Begin Date: 15 Nov 2021

Module/Topic

Identities of educators

Chapter

Churchill et al., 2019, Chapter 1 and pp. 69-73

Events and Submissions/Topic

Week 3 Begin Date: 22 Nov 2021

Module/Topic

Educators as learners

Chapter

Churchill et al., 2019, pp. 518-522

Mohamed, Valcke & De Wever, 2017

Events and Submissions/Topic

Week 4 Begin Date: 29 Nov 2021

Module/Topic

Education and social change

Chapter

Churchill et al., 2019, pp. 40-52; 592-599

Mission Australia annual reports

Events and Submissions/Topic

Week 5 Begin Date: 06 Dec 2021

Module/Topic

Diversity in the educational context

Chapter

Churchill et al., 2019, pp. 149-158; 166-173

Hyry-Beihammer et al., 2019

Events and Submissions/Topic

Week 6 Begin Date: 13 Dec 2021

Module/Topic

Schools and educational equity

Chapter

Alice Springs (Mparntwe) Education Declaration

Churchill et al., 2019, pp. 158-166; 559-562; 581-592

Events and Submissions/Topic

Reflective autobiography Due: Week 5 Friday (17 Dec 2021) 11:45 pm AEST
Vacation week Begin Date: 20 Dec 2021

Module/Topic

Chapter

Events and Submissions/Topic

Vacation week Begin Date: 27 Dec 2021

Module/Topic

Chapter

Events and Submissions/Topic

Week 7 Begin Date: 03 Jan 2022

Module/Topic

Teaching as professional work


Chapter

Churchill et al., 2019, pp. 545-554

Stone, 2020 (chapter 3 in Bower)

Events and Submissions/Topic

Week 8 Begin Date: 10 Jan 2022

Module/Topic

Expectations of education and educators

Chapter

Churchill et al., 2019, pp. 53-68

Sahlberg, 2020

Events and Submissions/Topic

Week 9 Begin Date: 17 Jan 2022

Module/Topic

Professional standards for educators

Chapter

Australian Professional Standards, 2017

Churchill et al., 2019, pp. 554-558

Clarke & Pittaway, 2014, Chapter 20

Events and Submissions/Topic

Week 10 Begin Date: 24 Jan 2022

Module/Topic

Code of ethics and conduct for educators

Chapter

Code of Ethics from your State authority

Code of Conduct from your State authority

Events and Submissions/Topic

Week 11 Begin Date: 31 Jan 2022

Module/Topic

Ethical and legal issues relevant to educators

Chapter

Churchill et al., 2019. pp. 536-571; 600-607

Professional Boundaries: A guide for Queensland teachers (2017)

Events and Submissions/Topic

Week 12 Begin Date: 07 Feb 2022

Module/Topic

Unit review and assignment workshop

Chapter

Events and Submissions/Topic

Exam Week Begin Date: 14 Feb 2022

Module/Topic

Chapter

Events and Submissions/Topic

Assessment Tasks

1 Written Assessment

Assessment Title
Reflective autobiography

Task Description

In 2000 words, elaborate on your developing views of teaching in the following way:

a) summarise selected learning experiences as a school student and beyond. For each one, analyse how your experiences have influenced your beliefs about teaching and learning,

b) identify recent social, cultural, and economic changes within Australia that have impacted educational and care contexts. Elaborate, with examples, how knowledge of these changes shapes your future role as an educator,

c) list several specific professional learning goals for yourself that show how you intend to respond to the identified social, cultural, and economic changes. Give reasons for each goal, and

d) select an image or symbol that depicts your metaphor of a professional educator. Using the metaphor, explain your interpretation of the complex role of educators in 21st century Australian society.

Please note:

· Each section has equal weighting.

· The submission can be structured as an essay or by using subheadings.

· Include a brief introduction and conclusion regardless of the structure.

· It is expected that you will embed references from the weekly readings found on the Moodle site into your discussion.

· First person (e.g., “I remember”, “my teachers”, etc) is appropriate for this assignment.

· While COVID-19 can be mentioned, it is one of many examples of recent impactful change.

· Any image or symbol can be used except book/movie/etc characters. Upload the metaphor image as an appendix. Copyright laws must be adhered to when using images.


The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.


Assessment Due Date

Week 5 Friday (17 Dec 2021) 11:45 pm AEST


Return Date to Students

Feedback on this assignment response will be provided in sufficient time to inform students' responses of the next assessment task.


Weighting
50%

Assessment Criteria

Ability to choose and analyse personal educational experiences that underpin the formation of beliefs about teaching and learning.

Identification of recent social, cultural, and economic changes in Australian society that may shape an educator's role.

Selection of appropriate professional learning goals for contemporary educational contexts.

Demonstration of the complex role of contemporary educators through the chosen metaphor.

Demonstration of professional levels of personal literacy.


Referencing Style

Submission
Online

Learning Outcomes Assessed
  • Identify social, cultural and economic changes that impact on the purposes and outcomes of education in 21st century Australian society
  • Reflect on self as learner and discuss the relevance of personal and professional lifelong learning for educational professionals
  • Reflect on the impact of personal perspectives of race, class, gender and identity formation on the professional role of educators
  • Assess ways in which knowledge of educational contexts such as socioeconomic background, culture, identity and gender shape the decision-making of educators.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

2 Portfolio

Assessment Title
Multimodal response

Task Description

Respond to the question: What does it mean to be a professional educator in the 21st century? You are required to use a multimodal approach that combines images or symbols with words.

Part A: You will create an original representation that illustrates the expectations and professional obligations of Australian educators in the 21st century.

Key documents studied this term (Alice Springs (Mparntwe) Education Declaration, the AITSL Professional Standards, plus the Code of Ethics and Code of Conduct for teachers published by your State Authorities) need to be featured.

Any concise format can be used such as drawings, images from the internet, photos, etc. Copyright laws must be adhered to when using images.

Part B: 1500-word essay that:

(a) examines educational purposes and outcomes in 21st century Australia which are impacted by recent social, economic, and cultural change,

(b) explains how the ethical decision-making of professional educators is shaped by social justice, diversity, and equity considerations with the support of current examples and,

(c) evaluates how effectively the Professional Standards and Codes of Ethics and Conduct guide the work of educators and contribute to ongoing professional learning that improves outcomes for all learners as promoted by the Alice Springs (Mparntwe) Education Declaration.

References from weekly readings to support your argument are expected throughout the essay. Any ideas used in Part A can be mentioned in the essay.

Please note: The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.


Assessment Due Date

Week 12 Friday (11 Feb 2022) 11:45 pm AEST


Return Date to Students

The task will be returned to students once moderation processes has been completed.


Weighting
50%

Assessment Criteria

Original multimodal representation of expectations and professional obligations of educators in the 21st century

Knowledge and understanding of the range of factors influencing the current purpose and outcomes of education

Explanation of the impact of social justice, diversity and equity, and ethical decision-making on educators’ practice

Evaluation of the role of professional standards and codes of ethics and conducts in guiding educators’ practice and their ongoing professional learning

Application of academic conventions and personal literacy competence


Referencing Style

Submission
Online

Submission Instructions
Ensure your name is on both files.

Learning Outcomes Assessed
  • Identify social, cultural and economic changes that impact on the purposes and outcomes of education in 21st century Australian society
  • Reflect on the impact of personal perspectives of race, class, gender and identity formation on the professional role of educators
  • Evaluate contemporary perspectives on social justice and their relationship to Professional Standards and Codes of Ethics and Conduct for professional educators
  • Assess ways in which knowledge of educational contexts such as socioeconomic background, culture, identity and gender shape the decision-making of educators.


Graduate Attributes
  • Communication
  • Critical Thinking
  • Information Literacy
  • Information Technology Competence
  • Cross Cultural Competence
  • Ethical practice

Academic Integrity Statement

As a CQUniversity student you are expected to act honestly in all aspects of your academic work.

Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.

When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.

Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.

As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.

What is a breach of academic integrity?

A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.

Why is academic integrity important?

A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.

Where can I get assistance?

For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.

What can you do to act with integrity?