EDUC6168

Teachers, Learners and the Foundations of Schooling

20 Units

This course examines concepts and theories from the disciplines of educational psychology, sociology, history and philosophy and their constitutive impact on the contexts of teaching and learning, and specifically the development of the practitioner/teacher. The course provides opportunities for pre-service teachers to begin developing their understanding of the context of contemporary schooling, how students learn and the role of teachers in supporting the whole student. Through investigating the relationships among key issues, concepts and theories within these disciplines, the course prepares students to explore, synthesise and internalise the foundational knowledge base of teaching. The course examines teaching and learning through a research informed model, Quality Teaching and explicit contextual examples, demonstrating the complexity of schooling.

Faculty Faculty of Education and Arts
School School of Education
Availability

Not currently offered

Previously offered in 2017

Learning Outcomes

On successful completion of this course, students will be able to:

  1. The historical development of mass schooling and its positioning in contemporary, diverse and globalized societies from different theoretical perspectives;
  2. Typical developmental trends (physical, intellectual, social, emotional, cultural and cognitive) in students as they move through primary and secondary school;
  3. Current theories of learning and the many ways in which teachers can assist students’ learning and development;
  4. How student identity is influenced by well-being, inclusion, variance, prior knowledge (in and out of school) and the many discourses that shape and interrupt subjectivities;
  5. How teachers’ work is influenced by legal, political, social and cultural contexts;
  6. How broader societal issues, attitudes and concepts (power, equity, diversity, ethnicity, gender and social justice) influence teachers¿ practice and impact on construction of ‘the self’ and ‘the other’;
  7. How ethical approaches to collegial collaboration, parent partnership and community engagement influence students’ learning;
  8. The broad research base of the foundations of quality teaching;
  9. Processes and substance for critically evaluating teaching, learning, curriculum and pedagogy through evidence informed cases; and
  10. How to apply the principles of effective teaching and professional development to the design and evaluation of their teaching practice.
Content
  • Schooling and society-the development of mass schooling globally and its current positioning.
  • Physical, emotional, social, cultural and cognitive/intellectual development (theories of Piaget, Vygotsky, and the Information Processing Model including self-regulation; theories of Erikson and Kohlberg, self-concept, moral behaviour, aggression and bullying, emotional development).
  • Student subjectivities and identity work-the role of well-being, inclusion, variance and prior knowledge in planning learning (motivational aspects of learning) including different approaches to motivation, ability and prior achievement, attributions for success and failure, individual differences in learning styles, effect of socio-economic status on achievement).
  • Teacher subjectivities and identity work-professional, legal, political, social and cultural contexts in which teachers work and construct “self” and “the other”.
  • Exploring and analysing issues, attitudes and concepts in context- power, equity, diversity, ethnicity, gender, socio-economic status and social divisions and justice.
  • Developing ethical practice ” respectful collaboration, engagement with community and ongoing development.
  • Critical analysis of practice using research
  • planning, analysing and developing quality classroom practice; and
  • planning, analysing and developing quality assessment practice.
Assessment Items
  • Case Study / Problem Based Learning: Key Issues Case Study
  • Case Study / Problem Based Learning: Quality Teaching Case Study
  • Presentation: Showcase reflection task
  • Portfolio: Taskstream Portfolio Reflection - Capstone Task 1

Contact Hours

Callaghan

Integrated Learning Session

Face to Face On Campus 7 hour(s) per Term
Integrated Learning may be offered face-to-face, on-line, or a combination of both and may include scheduled periods of self-directed learning.

Lecture

Face to Face On Campus 2 hour(s) per Week for 12 Weeks

Tutorial

Face to Face On Campus 4 hour(s) per Week for 12 Weeks
2x2 hours tutorial session

Timetable 2018 Course Timetables for EDUC61681
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