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EDFE20034 - Professional Praxis 1: Learning, Teaching and Planning

General Information

Unit Synopsis

This is the first in-school placement for Master of Teaching pre-service teachers. This course includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis course are outlined in the Information and Reporting Booklet supplied to mentor teachers in schools. Pre-service teachers participate in tutorials to build both theoretical and practical knowledge of learning, teaching and planning. A focus is on 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. 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. Pre-service teachers compile a working portfolio as a collection of evidence for demonstrating set tasks that are linked explicitly to the Australian Professional Standards for Teachers (Graduate Career Stage). Pre-service teachers monitor their professional learning through critical reflection and by selecting evidence of their practice that demonstrates focus areas of the Australian Professional Standards for Teachers to add to their e-portfolios. Pre-service teachers must pass the practical placement to pass the course.

Details

Level Postgraduate
Unit Level 8
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 2 - 2015

Term 1 - 2021 Profile
Mixed Mode
Term 1 - 2022 Profile
Mixed Mode
Term 1 - 2023 Profile
Mixed Mode
Term 1 - 2024 Profile
Mixed Mode

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 Postgraduate 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 1 - 2023 : The overall satisfaction for students in the last offering of this course was 78.57% (`Agree` and `Strongly Agree` responses), based on a 38.18% 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 evaluations
Feedback
Release all learning materials from the start of term
Recommendation
All weekly topics will be opened from the start of term
Action Taken
Students had access to all unit materials and all weekly topics from Week 1 of the term.
Source: Student evaluations
Feedback
Structure of zoom tutorials
Recommendation
Include a voluntary Q and A component at the end of each tutorial
Action Taken
Q and A was included at the end of the tutorial to ensure appropriate coverage of the weekly content for all participants.
Source: SUTE
Feedback
Structuring of tutorials
Recommendation
Tutorials will be structured to include more opportunities for student interaction and planned question time
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 code of conduct for teachers
  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

Successful completion of this course provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

2.2 Content selection and organisation

3.1 Establish challenging learning goals

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

4.1 Support student participation

4.2 Manage classroom activities

4.4 Maintain student safety

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.4 Interpret student data

6.1 Identify and plan professional learning needs

6.2 Engage in professional learning and improve practice

6.3 Engage with colleagues and improve practice

6.4 Apply professional learning and improve student learning

7.1 Meet professional ethics and responsibilities

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
• Advanced Level
• Professional Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Knowledge • • • • • • •
2 - Communication • • • • • • •
3 - Cognitive, technical and creative skills • • • • • •
5 - Self-management • • • • •
6 - Ethical and Professional Responsibility • • • • • • •
Alignment of Assessment Tasks to Graduate Attributes
• Advanced Level
• Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment • • •
2 - Professional Practice Placement • • • • •
3 - Portfolio • • • • •