Postgraduate - UnitEDF5809 - Teacher as a professional

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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12 points, SCA Band 1, 0.250 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Level	Postgraduate
Faculty	Faculty of Education
Offered	Berwick First semester 2014 (Day) Clayton First semester 2014 (Day) Gippsland First semester 2014 (Day) Peninsula First semester 2014 (Day) Berwick Second semester 2014 (Day)
Coordinator(s)	Associate Professor Gillian Kidman (Berwick, First semester); Ms Julie Faulkner (Berwick, Second semester); Ms Maria Gindidis (Clayton); Dr Margaret Plunkett (Gippsland, Day); Dr Judy Williams (Peninsula)

Synopsis

This unit focuses on education as a scholarly discipline and teaching as a profession. Students apply evidence-based processes, which enable their ongoing professional learning and their transition from pre-service teacher to teacher and teacher-researcher. Students consider the nature of teachers' work, including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions. They develop a sense of their emerging professional identities and engage in evidence-based articulations of their beliefs, values, and commitments as beginning teachers. A range of research methodologies are introduced and teacher professional standards are critically examined.

Outcomes

Upon successful completion of this unit students should be able to:

engage critically with the social, political and cultural contexts of teaching as a profession, including policies and standards
recognise and respond to the range and depth of teachers' work (including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions)
articulate their beliefs, values, commitments, and identities as professional educators, and demonstrate these through documented evidence
cultivate collaborative approaches to teaching, learning, and reflective practice
engage in deep, authentic, and critical reflection about their work and responsibilities as professional educators (including planning for learning, engaging students in their learning and effective classroom management)
understand the ways in which ongoing professional learning and teacher research enable professional educators to respond to the challenges and pressures facing the profession.

Assessment

Group presentation response (2400 words equivalent, 30%)
Critical reflection (2400 words equivalent, 30%)
Personal teaching positioning statement and professional portfolio contributions (3200 words equivalent, 40%)

Chief examiner(s)

Ms Julie Faulkner

Workload requirements

Minimum total expected workload equals 24 hours per week comprising:

(a.) Contact hours for on-campus students:

3 contact hours per week

(b.) Additional requirements

independent study to make up the required minimum hours per week