EDC3002

Curriculum and pedagogy

Dr J J Loughran

6 points - 3 hours per week - Second semester - Clayton - Prerequisite: Completion of first two years of program

Objectives Upon successful completion of this subject, students should be able to articulate their teaching philosophy; be able to differentiate between different skills of teaching applicable to different teaching and learning situations; be able to implement a range of teaching strategies appropriate to the content being taught in a given situation; have developed a vocabulary of pedagogy; be able to teach in ways that cater for different learning styles; have acquired some understanding of the knowledge base of teaching and its development in terms of pedagogical content knowledge; be aware of the complex nature of the relationship between teaching and learning; be able to recognise their own use of cognitive strategies in developing their pedagogical reasoning and pedagogical actions; have developed the ability to reflect constructively on their own practice.

Synopsis This subject provides an introduction to the practical and theoretical nature of pedagogy. Students should explore teaching in a range of situations and using a variety of teaching methods and strategies (eg role plays, prediction-observation-explanation techniques, interpretive discussions). The development of an understanding of teaching in this manner is designed to highlight the importance of reflection on practice and to begin to explore teachers' pedagogical content knowledge. Teaching experiences will be provided to encourage students to make the transition from teaching as the transmission of information to teaching as the development of students' active engagement in learning through a focus on metacognition. Students will engage in tasks that encourage them to reflect on their own teaching and learning experiences and to recognise that the practical aspects of teaching are embedded in an important knowledge base of teaching as an educational discipline.

Assessment Written (3000 words): 50% - Presentation and analysis (1500 words): 20% - Weekly contribution: 10% - Research paper (1500 words): 20%

Recommended texts

Baird J R and Mitchell I J The project for the enhancement of effective learning: An Australian case study PEEL Publications, 1986
Baird J R and Northfield J R Learning from the PEEL experience 2nd edn, PEEL Publications, 1995
Barnes D R From communication to curriculum Penguin Books, 1976
Dewey J How we think Heath and Co, 1933
Loughran J J Developing reflective practice: Learning about teaching and learning through modelling Falmer Press, 1996
Loughran J J and Northfield J R Opening the classroom door: Teacher, learner, researcher Falmer Press, 1996
Schn D A The reflective practitioner: How professionals think in action Basic Books, 1983
Van Manen M The tact of teaching: The meaning of pedagogical thoughtfulness State University of New York Press, 1991
White R T and Gunstone R F Probing understanding Falmer Press, 1992

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