460-204 Internship C

Note

LOTE specialists concurrently enrolled in School Related Project (LOTE) will be required to complete 22 days of LOTE teaching and at least 20 hours of LOTE methodology studies as prescribed within the school and university seminar program.

Credit Points

Prerequisites

School Experience & Practice Teaching 2T and all required Learning Area Studies (Primary or Secondary).

Semester

Contact

Subject Description

The student will assume professional duties within the classroom, school, and community, in collaboration with appropriately qualified mentors approved by the host school and the Faculty.

A minimum of 36 days will be spent in one school. The intern will attend their school for 4 days per week. Intending secondary teachers will have a teaching load of about 12 classes of an hour each per week. Intending primary teachers will have a teaching load equivalent to 60% (i.e. three days) of a normal teaching load over those four days. The remainder of the time will be spent in planning and evaluating their teaching and involvement in wider school activities under the guidance of school staff. Participation in school and University seminars with their peers is expected.

Several models of internship are possible and will be negotiated with the host schools:

• schools may elect to have a student share responsibility with a classroom teacher for one or more classes or sessions;
• schools may rotate students on a specialist basis.

Satisfactory completion of this subject denotes that the student is ready to take on the full responsibilities of a beginning teacher.

Assessment

The internship agreement, and additional assessment tasks totalling not more than 2000 words, or equivalent.

Prescribed Texts

• Furlong VJ Hirst PH Pocklington K and Miles S, Initial Teacher Training and the Role of the School. Open University Philadelphia 1988.
• Dalton Joan, Individual Differences. Curriculum Branch Ministry of Education Melbourne 1986.
• MacDonald Robert, A Handbook of Basic Skills and Strategies for Beginning Teachers: Facing the Challenge of Teaching in Today's Schools. Longman New York 1991.