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EDFE11038 - Professional Practice 1 - Introduction to Teaching

General Information

Unit Synopsis

Professional Practice 1 introduces pre-service teachers to the teaching profession and work-integrated learning in school settings through tutorial workshops and a school placement comprising 20 days of practical experience under the guidance of a mentor teacher. Placements take the form of 5 non-assessable contextual days and 5 assessable day visits throughout the term followed by a 2-week block period of assessable practice at the end of the term. During the placement, students apply knowledge gained throughout the first year to practise the skills of observing teaching and learning; gathering, interpreting and using information about learners as the basis for planning and teaching; communicating effectively in educational environments; and reflecting on practice; and they are assessed against the relevant focus areas of the Australian Professional Standards for Teachers by their mentor teachers. Students maintain professional records of their practice in the form of a working portfolio and compile evidence of their demonstration of aspects of the Standards in an e-portfolio. A major emphasis of this course is the development of the disposition for ongoing professional learning through reflection on the professional role and responsibilities of teachers and evaluation of models of effective teaching practice.

Details

Level Undergraduate
Unit Level 1
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Students must have successfully completed at least three first year courses in the Bachelor of Education program in which they are enrolled to be eligible for enrolment in this course and placement in an educational setting for completion of the practical component.

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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 3 - 2015

Term 2 - 2017 Profile
Bundaberg
Cairns
Mixed Mode
Gladstone
Mackay
Noosa
Rockhampton
Townsville
Term 2 - 2018 Profile
Bundaberg
Cairns
Mixed Mode
Gladstone
Mackay
Noosa
Rockhampton
Townsville
Term 2 - 2019 Profile
Bundaberg
Cairns
Gladstone
Mackay
Mixed Mode
Noosa
Rockhampton
Townsville
Term 3 - 2020 Profile
Bundaberg
Cairns
Gladstone
Mackay
Mixed Mode
Noosa
Rockhampton
Townsville
Term 2 - 2021 Profile
Bundaberg
Cairns
Gladstone
Mackay City
Mixed Mode
Rockhampton
Townsville
Term 2 - 2022 Profile
Bundaberg
Cairns
Gladstone
Mackay
Mixed Mode
Rockhampton
Townsville

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).

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 0%
2. Professional Practice Placement 0%
3. Portfolio 0%

This is a pass/fail (non-graded) unit. To pass the unit, you must pass all of the individual assessment tasks shown in the table above.

Past Exams

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Previous Feedback

Term 3 - 2020 : The overall satisfaction for students in the last offering of this course was 4.6 (on a 5 point Likert scale), based on a 31.89% response rate.

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.

Source: Student feedback
Feedback
Update templates and other resources
Recommendation
Consolidate the number of templates required.
Action Taken
All templates were reviewed and updated. Learning materials were re-worked and updated.
Source: Student feedback
Feedback
Review assessment tasks
Recommendation
Review all assessment task requirements.
Action Taken
Assessment tasks were updated based on the adjusted placement structure.
Source: Student evaluation
Feedback
The learning materials complemented the expectations for the placement.
Recommendation
Continue to update the learning materials in conjunction with the placement structure for the unit.
Action Taken
Nil.
Source: Student evaluation
Feedback
Expectations of the working portfolio.
Recommendation
Ensure that the expectations for the working portfolio are clearly documented.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Interpret and apply the key responsibilities of educators with regard to duty of care and codes of conduct for the sector.
  2. Collect and organise profiling data on individual strengths, interests and learning needs across a range of domains.
  3. Observe teaching and learning to identify how teachers structure learning experiences and use communication and teaching strategies that promote engaged learning and on-task behaviour.
  4. Plan and implement learning experiences that set clearly identified goals that meet learners’ needs, and include a well-structured introduction, body and conclusion, a variety of teaching strategies and strategies for assessing and monitoring the learning.
  5. Trial the use of non-verbal and verbal communication skills that establish effective relationships with learners and promote positive attitudes to learning in preventive and non-intrusive ways.
  6. Respond to feedback and self-evaluation to reflect on and suggest improvements to planned learning experiences.
  7. Reflect on own teaching and the roles and responsibilities of educators to identify evidence of professional standards, improve practice and set goals for ongoing professional learning.

Learning outcomes for the course Professional Practice 1 - Introduction to Teaching explicitly reflect the knowledge and understanding of the three domains of the Australian Professional Standards for Teachers at a level suitable for first year pre-service teachers.  In addition, the course learning outcomes promote understanding of the complex nature of teaching in diverse settings and the application of reflection processes essential for engaging in a cycle of continuous professional learning to improve practice.  Competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including CHCPR502E: 1, 2, 3 and 4;  CHCPR509A:  1, 2, 3, 4 and 5; CHCPR510B: 1, 2, 3, 4 and 5; CHCPR614C: 1, 2, 3 and 4; CHCFC301A: 1, 2, 3, 4, 5, 6 and 7; CHCPR301B: 1, 2 and 3; and CHCPR303D: 1, 2, 3 and 4 are also embedded in this course and demonstrated through practice in an authentic setting .   The assessment reports for the professional practice placement should be retained by pre-service teachers for inclusion in a professional portfolio for employment interviews and selected artefacts from the working portfolio maintained throughout the placement should be added to an e-portfolio which has a focus on evidence of standards and the identification of professional learning needs.

Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment
2 - Professional Practice Placement
3 - Portfolio
Alignment of Graduate Attributes to Learning Outcomes
Introductory Level
Intermediate Level
Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Communication
3 - Critical Thinking
5 - Team Work
7 - Cross Cultural Competence
8 - Ethical practice
Alignment of Assessment Tasks to Graduate Attributes
Introductory Level
Intermediate Level
Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8 9
1 - Written Assessment
2 - Professional Practice Placement
3 - Portfolio