units

EDF5131

Faculty of Education

18 September 2017 22 November 2024
Monash University

Postgraduate - Unit

This unit entry is for students who completed this unit in 2015 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.

print version

6 points, SCA Band 1, 0.125 EFTSL

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

LevelPostgraduate
FacultyFaculty of Education
OfferedClayton First semester 2015 (Day)
Coordinator(s)Miss Anita Forsyth

Notes

This unit is part A of a two-part unit and must be taken in conjunction with part B (EDF5132).

Synopsis

This unit enables pre-service education students to build a strong foundation for their career-long professional learning as teachers of economics, consumer and financial literacies, enterprise, commerce and business related education in secondary schools. Students develop an understanding of key theoretical and pedagogical perspectives and issues in the teaching of economics and related curriculum. Through an examination of a range of curricula drawn from state (e.g. VCE economics), national (e.g. Australian Curriculum: economics and business) and international contexts (e.g. IB economics), students are familiarised with current developments in the theory, research and practice of economics education. Students work independently, collaboratively and interdependently to develop their capabilities in planning and implementing appropriate curriculum and pedagogy. They learn how teachers plan for and undertake educational projects and research as part of their professional work. The unit reinforces a view of learning about teaching as an ongoing, collaborative process that is developed through critical reflection on experience.

Outcomes

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

  1. research and critically reflect on the debates about the role and importance of economics education in the secondary school curriculum in order to develop understandings related to their beliefs and their identity in regard to the subject of economics and their teaching of this subject
  2. demonstrate knowledge of relevant discipline areas associated with the teaching and learning of economics and related subjects across Years 7 to 12
  3. research, select and evaluate appropriate economics and associated studies teaching and learning resources
  4. set clear, challenging and achievable goals for students in their learning of economics and associated studies
  5. design innovative teaching and learning procedures to engage and motivate students which respond to the diverse abilities and interests of all learners
  6. demonstrate a capacity to draw on a range of teaching approaches, including the use of information and communication technologies, in ways that align with pedagogical intentions
  7. critically evaluate their practicum experiences of teaching economics and related studies in schools and other settings.

Assessment

Research report and lesson plan (2000 words, 50%)
Research, selection and evaluation of resources and design of teaching and learning activities (2000 words equivalent, 50%)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

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

  • 2-3 contact hours per week

(b.) Additional requirements:

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

Miss Anita Forsyth

This unit applies to the following area(s) of study

Primary and secondary education
Secondary education
Secondary health and physical education

Prerequisites

A minor sequence in economics