Viewing Unit History

The information below is relevant from 09/03/2015 to 06/11/2016
Click Here to view current information

EDFE20036 - Professional Praxis 3: Engagement with Others

General Information

Unit Synopsis

This is the third in-school placement for Master of Teaching pre-service teachers. This unit includes a 20 day teaching block in a school under the supervision of a mentor teacher. Set tasks for this Professional Praxis unit 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 theory and skills for effective communication, negotiation, and conflict resolution as applicable to learning environments and teacher-student interactions. The ethical tensions that arise in learning environments and ways of dealing with these dilemmas is also covered. A major emphasis of this unit 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 unit.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 1
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites

Pre-requisite EDFE20035 Professional Praxis 2: Supportive Learning Environments

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 3 - 2021 Profile
Mixed Mode
Term 3 - 2022 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

To view Past Exams, please login
Previous Feedback

Term 3 - 2020 : The overall satisfaction for students in the last offering of this course was 4.1 (on a 5 point Likert scale), based on a 16.35% 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 Evaluation
Feedback
Content is appropriate
Recommendation
Continue to offer unit as designed.
Action Taken
The unit has been delivered as designed with appropriate content.
Source: Student evaluation
Feedback
Feedback timely and appropriate
Recommendation
Continue to ensure timely feedback is provided
Action Taken
Feedback was given in a timely fashion within this offering.
Source: Student evaluation
Feedback
Delivery method appropriate and engaging
Recommendation
Continue to offer engaging sessions
Action Taken
Sessions were delivered within an appropriate and engaging method within this offering.
Source: Evaluation
Feedback
Assessment tasks were useful for real-world application.
Recommendation
Continue to offer assessment tasks for application within the real world.
Action Taken
Nil.
Source: Evaluation
Feedback
Students experienced difficulty in using iTunes U.
Recommendation
Move the ePortfolio requirement away from using iTunes U.
Action Taken
Nil.
Unit learning Outcomes

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

  1. Apply effective communication skills to engage with all key stakeholders in the school community
  2. Design and implement learning experiences for individuals and groups that are engaging and challenging
  3. Assess and report constructively on student learning
  4. Reflect critically on professional practice and theory to develop a personal philosophy of teaching and learning
  5. Use the Australian Professional Standards for Teachers to monitor professional learning and improve professional practice in response to feedback, self-evaluation and reflection

Successful completion of this unit 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

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

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

2.1 Content and teaching strategies of the teaching area

2.2 Content selection and organisation

2.3 Curriculum, assessment and reporting

2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non Indigenous Australians

2.5 Literacy and numeracy strategies

2.6 Information and Communication Technology (ICT)

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

3.3 Use teaching strategies

3.4 Select and use resources

3.5 Use effective classroom communication

3.6 Evaluate and improve teaching programs

3.7 Engage parents/carers in the educative process

4.1 Support student participation

4.2 Manage classroom activities

4.3 Manage challenging behaviour

4.4 Maintain student safety

4.5 Use ICT safely, responsibly and ethically

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

5.5 Report on student achievement

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

7.2 Comply with legislative, administrative and organisational requirements

7.3 Engage with the parents/carers

7.4 Engage with professional teaching networks and broader communities

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