EDFX409 to EDHE503
EDFX409 Internship
20 cp
This unit comprises a 10 week block of teaching incorporating a Pre-internship and Internship: Phases A, B and C. It is expected that the orientation (Phase A) will involve 5 days within the school. Phases B and C comprise 10 weeks of teaching. In Phase B students are directly supervised in their teaching. On being graded satisfactory students progress to Phase C for a sustained period of indirectly supervised teaching. This unit facilitates induction into the profession. It focuses on the identification of the professional role as one of reflective practitioner. The unit offers opportunities to extend and refine the student’s repertoire of pedagogical skills.
EDFX413 Professional Experience 4
0 cp
Prerequisites EDFX310 Professional Experience Primary 3 or EDFX314 Professional Experience Early Childhood 3
This school-based professional experience is undertaken in the final year of the course and facilitates the induction of preservice teachers into the profession. This practicum focuses on the identification of the professional role of the teacher as one of reflector, thinker, learner, and investigator within a particular classroom context and as an integral member of a school community. The unit allows principals, school coordinators, associate teachers and preservice teachers to work collaboratively with the University to assess, challenge, develop and extend the abilities of preservice teachers. It also provides opportunities for school-based study and the development of closer links between theoretical considerations and the teaching and learning experiences encountered in schools.
EDFX414 Extended Reflective Practice
20 cp
Prerequisites EDFX311 Professional Experience Secondary 3
This extended practicum is a minimum 8 week school-based professional experience, undertaken in the final year of the course, which facilitates the induction of preservice teachers into the profession. This practicum focuses on the identification of the professional role of the teacher as one of reflector, thinker, learner, and investigator within a particular classroom context and as an integral member of a school community. The unit allows principals, school coordinators, associate teachers and preservice teachers to work collaboratively with the University to assess, challenge, develop and extend the abilities of preservice teachers. It also provides opportunities for school-based study and the development of closer links between theoretical considerations and the teaching and learning experiences encountered in schools.
EDFX500 Professional Practice A
10 cp
(Karachi)
This unit orients the student to teaching and develops basic teaching and learning skills. The unit is designed to develop professional competence and personal commitment through interaction, familiarisation and guided observation. The unit offers classroom based opportunities assisting the application of pedagogical skills and content knowledge of key learning areas appropriate to the student’s Curriculum and Teaching Study areas and the development of classroom management techniques in the context of schooling and culture.
EDFX501 Professional Practice B
10 cp
(Karachi)
This unit extends and refines teaching and learning skills and approaches. This unit is designed to allow students to demonstrate theoretical and methodological components of the academic program in the classroom context. The unit focuses on the identification of the professional role of the teacher as one of the reflective practitioner, learner and educator. The unit refines interpersonal skills within the classroom and the school community and is designed to allow the student to demonstrate developing competence in planning for and preparation of an integrated sequence of lessons and programs for each curriculum and teaching study area nominated.
EDFX503 Graduate Professional Experience Secondary 1
0 cp
This unit involves students in a placement in a school. Students are expected to take responsibility for planning and implementing whole class learning experiences in their specialist areas foe an extended sequential period. Observations of teaching by generalist and/or specialist classroom teachers and participation in other activities of the school are also an expectation.
EDFX504 Graduate Professional Experience Secondary 2
0 cp
This unit involves students in a placement in a school. Students are expected to plan and implement small group and/or whole class learning experiences in their specialist areas as well as observe teaching by generalist and/or specialist classroom teachers.
EDFX505 Internship
20 cp
This unit comprises a 10 week block of teaching incorporating a Pre-internship and Internship: Phases A, B and C. It is expected that the orientation (Phase A) will involve 5 days within the school. Phases B and C comprise 10 weeks of teaching. In Phase B students are directly supervised in their teaching. On being graded satisfactory students progress to Phase C for a sustained period of indirectly supervised teaching. This unit facilitates induction into the profession. It focuses on the identification of the professional role as one of reflective practitioner. The unit offers opportunities to extend and refine the student’s repertoire of pedagogical skills.
EDFX506 Graduate Professional Experience Primary 1
0 cp
This unit involves students in a placement in a school. Students are expected to take responsibility for planning and implementing whole class learning experiences in their specialist areas for an extended sequential period. Observations of teaching by generalist and/or specialist classroom teachers and participation in other activities of the school are also an expectation.
EDFX507 Graduate Professional Experience Primary 2
0 cp
This unit involves students in a placement in a school. Students are expected to plan and implement small group and/or whole class learning experiences in their specialist areas as well as observe teaching by generalist and/or specialist classroom teachers.
EDFX508 Extended Reflective Practice
20 cp
Prerequisites EDFX311 Professional Experience Secondary 3
This extended practicum is a minimum 8 week school-based professional experience, undertaken in the final year of the course, which facilitates the induction of preservice teachers into the profession. This practicum focuses on the identification of the professional role of the teacher as one of reflector, thinker, learner, and investigator within a particular classroom context and as an integral member of a school community. The unit allows principals, school coordinators, associate teachers and preservice teachers to work collaboratively with the University to assess, challenge, develop and extend the abilities of preservice teachers. It also provides opportunities for school-based study and the development of closer links between theoretical considerations and the teaching and learning experiences encountered in schools.
EDFX509 Graduate Professional Experience 3
0 cp
This unit involves students in a placement in a school. Students are expected to synthesise theory with practice as they take responsibility for planning and implementing learning experiences for a whole class over an extended sequential period.
EDFX600 Graduate Professional Experience
10 cp
(Karachi)
This field-based unit is a process of practical induction into a set of roles pertaining to the teacher as leader and facilitator of peer professional development within the educational sphere. It draws on the theoretical and practical aspects of the content, issues and experiences of the other units of the Masters of Education course. It emphasises the critical reflective approach that is essential to bring about change in an educational context. For the duration of this unit, students will have part-time placements in one or more schools, educational institutes or teacher resource centres where their practical learning experiences can occur.
EDHE500 Teaching and Learning in Higher Education
10 cp
This is the introductory unit for the Graduate Certificate in Higher Education and, as such, will provide the theoretical framework for participants to reflect upon and enhance their practice as tertiary teachers, in particular in a Catholic university. Participants will study the teaching and learning theories and strategies that support effective university teaching. In addition, key focuses of the unit will be for participants to explore how University’s policies relate to them in their goal of achieving the desired graduate attributes in their students and the inclusion of faith-based/values-based perspectives in their teaching. It is expected that by the end of the unit participants will begin to develop an informed personal vision of teaching in higher education and of the Catholic intellectual tradition, and commenced the compilation of a teaching and learning portfolio.
EDHE501 Curriculum Design, Assessment and Evaluation in Higher Education
10 cp
This unit is designed to provide an overview of curriculum design at the course, strand and unit levels, the nature of assessment and the relevance of evaluation of teaching and learning in the university context. Participants will have the opportunity to review curricula in terms of appropriateness and alignment of unit objectives, content, pedagogy and assessment and to determine how practice can be enhanced. In addition, they will have the opportunity to explore how the curriculum, pedagogy and assessment can be shaped to support the development of the University’s graduate attributes.
EDHE502 Contexts and Issues in Tertiary Teaching
10 cp
This unit provides the opportunity for participants to review the current tertiary education context including the Catholic tertiary sector, in order to better understand, articulate and navigate the role of the academic, and to consider the implications for their practice. Participants will investigate how teaching and learning strategies can both cater for the diverse needs of students and take advantage of student diversity to enhance teaching and learning. Current trends and issues in higher education will be explored and the participants will have the opportunity to investigate an issue relevant to their teaching role in more depth such as: catering for transitions such as the first year experience or induction into the profession, catering for students with disabilities, online pedagogy, research student supervision and examination.
EDHE503 Research-based Teaching and Learning
10 cp
This unit provides the opportunity for participants to bring together the understandings developed in the other units and to further their knowledge about the broad scholarship of teaching. In addition, it aims to orient them towards enquiry-based reflection and improvement of teaching. The core of this unit will be a supervised project that explores an aspect of relevance to the individual’s practice.
Page last updated: 2017-06-28
Short url: https://handbook.acu.edu.au/60653
Page last updated: 2017-06-28
Short url: https://handbook.acu.edu.au/60653