TEAC 3037 Engaging in the Profession

Credit Points 10

Legacy Code 102755

Coordinator Phillip Devitt Opens in new window

Description The unit is only offered to students enrolled in the Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education program. Students need to have a variety of experiences that are set in the context of their future profession. Through these experiences they need to draw together, as a capstone, all the previous units in the course, integrating them through a well-balanced program that allows the students to refine their skills as beginning teachers. This gives them opportunity to reflect on the processes involved, identify their competencies and assist the school by recognising potential issues and assisting in implementation of the resulting praxis. This unit includes all areas of foundations and curriculum complementing a final practicum experience that will show the interrelationship between theory and practice. It also addresses issues that assist in the development of the individual student toward their transition into teaching. Students will produce a professional learning portfolio in this unit to demonstrate achievement of the Graduate Teacher Standards. The learning portfolio will enable students to reflect deeply on their emerging skills and understanding, towards development of a critical perspective of their practice as a teacher.

School Education

Student Contribution Band HECS Band 1 10cp

Check your HECS Band contribution amount via the Fees page.

Level Undergraduate Level 3 subject

Equivalent Subjects LGYA 1496 - Engaging the Profession - (AREP)

Restrictions Students must be enrolled in the 1717 Bachelor of Education (Primary) Aboriginal and Torres Strait Islander Education.

Learning Outcomes

On successful completion of this subject, students should be able to:
  1. Explain the importance of and implement evidence-based practice in their teaching;
  2. Investigate classroom and school environments;
  3. Design an integrated three-week unit of work;
  4. Select appropriate resources, including ICTs, when designing curriculum and learning experiences;
  5. Reflect on their school-based experiences with a view to enhancing their teaching practice and understanding of the relationship between theory and practice;
  6. Develop a teaching portfolio that demonstrates their teaching philosophy, professional learning, experience and achievement of the Graduate Teacher Standards;
  7. Utilise ICT skills in the preparation of assessment tasks.

Subject Content

- Preparing for Teaching - Standards and Expectations
- Classroom management, school policies and learning environments
- programming and development of curriculum programs and units of work
- assessment across The key learning areas
- ICTs in learning and Teaching
- portfolios, and demonstrating achievement of The graduate teacher Standards
- beginning teachers: Teaching philosophy, being A reflective practitioner
- The professional teacher: evidence-based practice

Assessment

The following table summarises the standard assessment tasks for this subject. Please note this is a guide only. Assessment tasks are regularly updated, where there is a difference your Learning Guide takes precedence.

Item Length Percent Threshold Individual/Group Task
Applied Project: Teaching Philosophy and work sample annotations. 1,500 words 40 N Individual
Professional Task 2,000 words 60 N Individual
Learning portfolio: Graduate Teacher standards, work samples and annotations 2,500 words S/U Y Individual

Prescribed Texts

  • Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015) Teaching, challenges and dilemmas (5th ed.). South Melbourne, Victoria : Cengage Learning Australia

Teaching Periods

2022 Semester 2

Bankstown

Day

Subject Contact Phillip Devitt Opens in new window

Attendance Requirements 80% attendance rate is imposed in all core subjects’ due to the nature of class activities that are aligned with subject assessments.

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