units

EDF5809

Faculty of Education

18 September 2017 25 April 2024

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This unit entry is for students who completed this unit in 2016 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.

Monash University

12 points, SCA Band 1, 0.250 EFTSL

Postgraduate - Unit

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

Faculty

Education

Coordinator(s)

Mr Milorad Cerovac (Clayton); Kelly Carabott (Full year: Mar-Oct, Online); Mr Robert Colla (Semester 1 - Online)

Offered

Berwick

  • First semester 2016 (Online)
  • Full year 2016 (Online)

Clayton

  • First semester 2016 (Day)

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:

  1. engage critically with the social, political and cultural contexts of teaching as a profession, including policies and standards
  2. recognise and respond to the range and depth of teachers' work (including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions)
  3. articulate their beliefs, values, commitments, and identities as professional educators, and demonstrate these through documented evidence
  4. cultivate collaborative approaches to teaching, learning and reflective practice
  5. 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)
  6. 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%)

Workload requirements

Minimum total expected workload equals 288 hours per semester 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

See also Unit timetable information

Chief examiner(s)

Dr Rebecca Cooper