Handbook 1996 : Faculty of Education (Parkville Campus) (Volume 5 page 61)
Bach. Teaching subject : Next:476-109 | Prev:460-137 | Search | Help
Year 1 Bach. Teaching.
Note: Special Requirement: This subject is closely associated with the practicum requirements of the School Experience and Practice Teaching subject and the Learning Area Studies.
A consistently high level of participation in the workshop sessions is expected.
A component of the studies deals with the communication skills involved in work as a teacher. Consistent with this it is expected that students will be, or will become, computer literate. Several submissions for assessment will be prepared according to specific requirements to demonstrate computer skills.
Credit points: 10.0
Coordinator: Bill Stringer.
Corequisite: School Experience & Practice Teaching 1, Learning Area Studies 1.
Contact: 3 hours of lectures and workshops each week.
Timetable: First semester.
Objectives:
On completion of this subject students should be able to:
- demonstrate a knowledge of the broad field of theories about learning, including the place of inquiry learning and an understanding that teachers draw on these theories in determining practices which lead to successful learning;
- demonstrate an understanding of the development of structures of knowledge in our culture and an awareness of how learners' knowledge relates to broader discipline-based structures;
- demonstrate a capacity to use, and to encourage others to use, reflection to develop autonomy in their learning and an understanding of the link between reflective processes and learning;
- demonstrate a repertoire of teaching strategies and the ability to select, critically analyse and use a range of resources for inquiry teaching and learning; and
- demonstrate a general understanding of what is involved in being a teacher.
Content:
Drawing on workshop simulations and modelling, the examination of curriculum programs, and consideration of ideas from research and theoretical literature, these studies examine learning and learning processes and their implications for teaching. Study of the inquiry approach in teaching as a central strategy for the promotion of learning in Australian schools and a major factor in curriculum formation and realisation. Study of aspects of teachers work.
- Consideration of the student's own learning, the representation of learning, knowledge building and the organisation of knowledge; systematic inquiry as the key to knowledge building and the recognition of this in school curriculum design and development; teaching strategies which promote inquiry learning;
- Examination of the place of reflection in learning; the practical application of reflection in the process of building professional knowledge and skills;
- Examination of the arrangements, approaches, skills and resources which maximise pupil learning and effective performance as a teacher - inter-personal communication skills; varied representation of ideas and presentation of information; use of computers and other technologies; classroom and activity organisation; responsiveness to the needs of groups of learners; designing and managing classroom activity, the use of time, individual and learner response;
- Interaction and work with selected teachers to commence the student's study of their work as school staff members, curriculum designers, and people required to adapt and modify programs and processes in response to institutional and learner needs.
Assessment:
Summative paper arising from journal keeping (1,000 words) (25 per cent); a position paper and literature review on the inquiry process (2,000 words) (50 per cent). Summary report arising from a teacher case study (1,000 words) (25 per cent).
Prescribed texts:
Bach. Teaching subject : Next:476-109 | Prev:460-137 | Search | Help
Handbook 1996 : Faculty of Education (Parkville Campus) (Volume 5 page 61)
Status: Official 1996 Date created: Oct 9 1995 Last modified: Oct 9 1995 Authorised by: Academic Registrar Email enquiries: Course_Information@registrar.unimelb.edu.au
Maintained by: Learning,Assesment & Spec.Educ, Faculty of Education (Parkville Campus).
Copyright © University of Melbourne 1995,1996.