EDU5223 Teachers Practical Theories

EDU	5223	74483	1, 2008	EXT	Teachers Practical Theories	1.00	Toowoomba
Subject	Cat-nbr	Class	Term	Mode	Description	Units	Campus

Academic group:	FOEDU
Academic org:	FOE002
Student contribution band:	National Priority Teaching
ASCED code:	070303

Staffing
Other requisites
Rationale
Synopsis
Objectives
Topics
Reference materials
Student workload
Assessment details
Important assessment information
Assessment notes
Other requirements
Production date
PDF version

STAFFING

Examiner: Alison Mander
Moderator: Dorothy Andrews

OTHER REQUISITES

State law in Queensland (Australia) requires that all adults working/undertaking professional experience/researching with children under the age of 18, in the state of Queensland are required to possess a current suitability card (Blue Card). (See "Other Requirements" for further information.) Also see: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html

RATIONALE

It is now widely recognised that the ways in which teachers carry out their professional tasks are shaped by notions about how to teach which are, by and large, the products of on-the-job learning. These notions about how to teach are referred to as practical theories because they serve many of the functions of theories. They provide the basis for action in both planning and classroom practice and they allow teachers to interpret and predict classroom events and to explain why they teach the way they do. The practical theories of teachers are individualistic, context-specific and often largely implicit. They are highly significant because they guide what teachers do and determine teachers' levels of teaching effectiveness. Moreover, the introduction of any reforms in teaching or improvements to effectiveness levels depends on teachers reflecting on, and internalising, the proposed reforms and then, where they are prepared to adopt or adapt them, actively adjusting or reconstructing their practical theories to reflect their new conceptions of practice. Because teachers and their practical theories are the keys to reform and improvement in teaching, it is important that teachers be aware of the substance and structure of their practical theories. Such awareness is an essential prerequisite for critical reflection on their teaching and the practical theories which shape practice.

SYNOPSIS

This course has been designed to familiarise teachers with the nature of practical theories in general and to provide opportunities for teachers to make explicit their own practical theories. The course will begin with an exploration of the origins and characteristics of teachers' practical theories. The challenges of making practical theories explicit will be discussed along with techniques for their articulation. There will also be a major focus on the elements and structure of practical theories, that is, on the various ways in which teachers represent their practical knowledge and theories and on the links among such elements.

OBJECTIVES

The course objectives define the student learning outcomes for a course. The assessment item(s) that may be used to assess student achievement of an objective are shown in parenthesis. On successful completion of this course students will be able to:

understand the directions and causes of changes in society and identify consequences of such changes for teaching and education (Assignment 1)
explain the meaning, origins, development and characteristics of practical theories of teaching (Assignment 1)
explain the significance of practical theories in relation to quality teaching and educational reform (Assignment 1)
outline and comment critically on the different ways teachers have of representing the substance and structure of their practical theories (Assignment 1)
outline and comment critically on ways of articulating practical theories (Assignment 2)
articulate key elements of their own practical theories and provide justification for them (Assignment 2)
synthesise these elements into a coherent framework representing their own practical theories of teaching (Assignment 2)
subject their own practical knowledge and theories to critical assessment. (Assignment 2)

TOPICS

	Description	Weighting (%)
1.	Change in society and education - directions, causes and implications	5.00
2.	Practical theories - definition, epistemological bases and characteristics	10.00
3.	Origins, development and significance of practical theories	15.00
4.	Elements of practical theories - beliefs, metaphors, images, strategies, teacher attributes etc	30.00
5.	The structure of practical theories	10.00
6.	Articulation of practical theories - challenges and techniques	10.00
7.	Review of practical theories	20.00

TEXT and MATERIALS required to be PURCHASED or accessed

ALL textbooks and materials are available for purchase from USQ BOOKSHOP (unless otherwise stated). Orders may be placed via secure internet, free fax 1800642453, phone 07 46312742 (within Australia), or mail. Overseas students should fax +61 7 46311743, or phone +61 7 46312742. For costs, further details, and internet ordering, use the 'Textbook Search' facility at http://bookshop.usq.edu.au click 'Semester', then enter your 'Course Code' (no spaces).

REFERENCE MATERIALS

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.

Journals including the following: Educational Researcher, Curriculum Inquiry, Journal of Teacher Education, Harvard Educational Review and Asia-Pacific Journal of Teacher Education Teaching Australia Website

Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library/. The gateway to education resources is here: http://use.edu.au/library/faculties/education/default.htm

Barth, R 2001, Learning by Heart, Jossey-Bass, San Francisco.

Batten, M, Marland, P & Khamis, M 1993, Knowing how to teach well: teachers reflect on their classroom practice, ACER Research Series, Melbourne.
(Monograph No: 44)

Clandinin, DJ, Connelly, F with C Craig 1995, Teachers professional knowledge landscapes, Teachers College Press, New York.

Clandinin, J 1986, Classroom practice: teacher images in action, Falmer, Lewes.

Cooper, P & McIntyre, D 1996, Effective teaching and learning: teachers' and students' perspectives, Open University Press, Bristol.

Jones, DC 1995, The Spirit of teaching excellence, Detselig Enterprises Ltd. Calgary, Alberta.

Loughran, J 2006, Developing a pedagogy of teacher education Understanding teaching and learning about teaching, Routledge, London.

Loughran, J 1999, Researching Teaching: Metholodologies and Practices for Understanding Pedagogy, Falmer Press, London.

Loughran, J, and Russell, T, (eds) 1997, Teaching about teaching. Purpose, passion and pedagogy in teacher education, Falmer Press, London.

Marland, P 1997, Towards more effective open and distance teaching, Kogan Page, London.

Marland, P 2007, Learning To Teach, Pearson Education Australia, French's Forest, NSW.

Palmer, PP 1999, The courage to teach, Jossey-Bass, San Francisco.

Schon, D 1995, The reflective practitioner: how professionals think in action, 2nd edn, Arena Basic Books, New York.

van Manen, M. 1991, The tact of teaching, State University of New York Press, Albany, NY.

Wasley, P 1994, Stirring the Chalkdust, Teachers College Press, New York.

STUDENT WORKLOAD REQUIREMENTS

ACTIVITY	HOURS
Assessment	45.00
Directed Study	120.00

ASSESSMENT DETAILS

Description		Marks out of	Wtg(%)	Due date
ASSIGNMENT 1		40.00	40.00	24 Apr 2008
ASSIGNMENT 2		60.00	60.00	20 Jun 2008

IMPORTANT ASSESSMENT INFORMATION

Attendance requirements:
There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.
Requirements for students to complete each assessment item satisfactorily:
To satisfactorily complete an individual assessment item a student must achieve at least 50% of the marks available for each assessment item
Penalties for late submission of required work:
If students submit assignments after the due date without (prior) approval of the examiner then a penalty of 5% of the total marks gained by the student for the assignment may apply for each working day late up to ten working days at which time a mark of zero may be recorded. No assignments will be accepted after model answers have been posted.
Requirements for student to be awarded a passing grade in the course:
To be assured of receiving a passing grade a student must achieve at least 50% of the total weighted marks available for the course.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the weighted aggregate of the marks obtained for each of the summative assessment items in the course.
Examination information:
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There will be no Deferred or Supplementary examinations in this course.
University Regulations:
Students should read USQ Regulations 5.1 Definitions, 5.6. Assessment, and 5.10 Academic Misconduct for further information and to avoid actions which might contravene University Regulations. These regulations can be found at the URL http://www.usq.edu.au/corporateservices/calendar/part5.htm or in the current USQ Handbook.

ASSESSMENT NOTES

1.	The due date for an assignment is the date by which a student must despatch the assignment to the USQ. The onus is on the student to provide proof of the despatch date, if requested by the examiner.
2.	Students must retain a copy of each item submitted for assessment. This must be produced within twenty-four (24) hours of receipt of request being made by the examiner. The student must retain this copy until the grade for this course has been finalised.
3.	In accordance with the University's assignment extension policy (Regulation 5.6.1), the examiner may grant an extension of the due date of an assignment in extenuating circumstances.
4.	The Faculty will normally only accept assessments that have been written, typed or printed on paper-based media.
5.	The Faculty will NOT accept submission of assignments by facsimile.
6.	Students who do not have regular access to postal services or who are otherwise disadvantaged by these regulations may be given special consideration. They should contact the examiner of the course to negotiate such special arrangements.
7.	Students who have undertaken all of the required assessments in a course but who have failed to meet some of the specified objectives of a course within the normally prescribed time may be awarded the temporary grade: IM (Incomplete - Make up). An IM grade will only be awarded when, in the opinion of the examiner, a student will be able to achieve the remaining objectives of the course after a period of non-directed personal study.
8.	Students who, for medical, family/personal, or employment-related reasons, are unable to complete an assignment or to sit for an examination at the scheduled time may apply to defer an assessment in a course. Such a request must be accompanied by appropriate supporting documentation. One of the following temporary grades may be awarded IDS (Incomplete - Deferred Examination); IDM (Incomplete - Deferred Make-up); IDB (Incomplete - Both Deferred Examination and Deferred Make-up).
9.	When there is more than one marker for a single item of assessment, the distributed patterns and means for the different markers will be compared and marks adjusted if necessary.
10.	Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
11.	Summative assessment items will receive a numerical score. Any ungraded assessment requirement will receive a Pass, Fail or Incomplete.

OTHER REQUIREMENTS

Students will require access to e-mail and Internet access to USQConnect for this course.
Students are to use a recognised referencing system as specified by the examiner.
IMPORTANT NOTE: Working with Children: State law in Queensland requires that all adults (including university students, pre-service educators, trainers, vocational teachers, industry educators) working with children under the age of 18, in the state of Queensland*, obtain approval before commencing such work. Many education courses include a practical component (professional experience, project work, research, assessment etc..) that may require engagement with children under the age of 18. It is your responsibility to ensure that you possess a current suitability card (Blue Card) before commencing any practical components of this course. DO NOT PARTICIPATE IN ANY PRACTICAL EXPERIENCE WITH CHILDREN UNDER 18 UNLESS YOU POSSESS A CURRENT 'BLUE CARD'. For further information: http://www.childcomm.qld.gov.au/employment/bluecard/informationSheets.html. *If you are undertaking practical experience outside the state of Queensland, Australia you should check local requirements.

This version produced 27 May 2008.