TEA2204 The Emerging Practitioner

TEA	2204	79004	2, 2008	ONC	The Emerging Practitioner	1.00	Fraser Coast
Subject	Cat-nbr	Class	Term	Mode	Description	Units	Campus

Academic group:	FOEDU
Academic org:	FOE003
Student contribution band:	National Priority Teaching
ASCED code:	070105

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

STAFFING

Examiner: Petrea Redmond
Moderator: Alison Mander

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

Teaching is a highly complex, problematic, and context-specific activity. The difference between the contexts is vitally important. It is an intellectual and value-laden activity. It requires a personally meaningful professional knowledge base for teaching, and cognitive skills for effective teaching. Educators' personal professional knowledge bases are developed from practice, where theory emerges out of practice and practice informs theory. Effective educators question, criticise and reformulate their assumptions about the nature of their work. The challenge for pre-service teachers is to develop the beginner's inclination and capacity to engage in the sort of intellectual dialogue and action for effective teaching. In this way one's knowledge base for teaching is personally and socially constructed. It is dynamic and incomplete - it is constantly being constructed and reconstructed. It develops via integration of a range of learning. Elbaz has identified knowledge about self, the milieu, subject matter knowledge, curriculum and instruction. Shulman has identified six components of the professional knowledge base of teaching: content knowledge, general pedagogical knowledge, curriculum knowledge, pedagogical content knowledge, knowledge of learners and their characteristics, knowledge of educational contexts, and knowledge of educational ends, purposes, and values, and their philosophical and historical grounds. The Emerging Practitioner reflects on current practice, synthesises skills, attitudes and knowledge bases to begin to make professional judgements about teaching practice.

SYNOPSIS

This course views teaching as intellectual work and enables pre-service teachers to build their own personal practical theories of teaching, and to redefine these in light of the workplace experiences and familiarity with the literature on effective teaching and learning. On-campus and in-workplace experience are incorporated in the course. Pre-service teachers will reflect on the in-workplace experiences in light of the relevant literature in the areas of curriculum development, instructional planning, models of teaching, classroom management and teaching skills. Pre-service teachers will also be introduced to the notion of the reflective practitioner, teacher as researcher, and action research as a way of facilitating professional growth. Students undertaking this course are required to complete a 10 day professional experience placement in an approved educational setting.

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 completion of this course students will be able to:

demonstrate a knowledge and understanding of the nature of educators' work (Assignments 1 and 2)
demonstrate an awareness of their own personal practical theory (Assignment 1)
demonstrate knowledge and understanding of the nature of educational institutions as organisations (Professional Experience and Assignment 1)
demonstrate knowledge of models of effective teaching and learning in variable contexts (Assignment 2 and Group Presentation)
demonstrate knowledge of the techniques of educator-based research and reflection (Assignment 1)
adapt teaching approaches to suit the students, the objectives and the educational context (Assignment 2)
demonstrate knowledge and understanding of curriculum, recent influence on school curriculum development and the elements of curriculum design (All assessment items)
demonstrate knowledge and understanding of the relationship between curriculum design and classroom management (Group Presentation, Assignment 1, and Professional Experience)
demonstrate knowledge, understanding and application of appropriate professional communication skills (All assessment items).
Demonstrate competence in written language and scholarly writing including correct spelling, grammar, and bibliographic referencing.

TOPICS

	Description	Weighting (%)
1.	Beginning teaching: self and the school as an organisation	20.00
2.	Curriculum: theory and design	20.00
3.	Designing for learning	15.00
4.	Models of teaching	15.00
5.	Developing effective teaching strategies	15.00
6.	Revisiting the model of the beginning teacher, reflective practitioner and teacher as researcher	15.00

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).

Marland, P 2007, Learning to Teach, Pearson, Frenchs Forest.

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.

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://www.usq.edu.au/library/faculties/education/default.htm

Capel, S, Leask, M & Turner, T (eds) 2004, Starting to teach in the secondary school: a companion for the newly qualified teacher, 2nd edn, Routledge Falmer, London.

Dillon, J & Maguire, M (eds) 2001, Becoming a teacher: issues in secondary teaching, 2nd edn, Open University, Buckingham.

Eggen, PD & Kauchak DP 2006, Strategies for teachers: teaching content and thinking skills, 5th edn, Allyn & Bacon, Boston.

Emmer, ET 2003, Classroom management for secondary teachers, 6th edn, Allyn & Bacon, Boston.

Groundwater-Smith, S, Brennan, M, McFadden, M & Mitchell, J 2001, Secondary schooling in a changing world, Harcourt, Sydney.

Killen, R 2003, Effective teaching strategies: lessons from research and practice, 3rd edn, Social Science Press, Katoomba, NSW.

Marsh, C 2004, Becoming a teacher: knowledge, skills and issues: 3, 3rd edn, Pearson Education Australia, Frenchs Forest, NSW.

Smith, D & Lovat, T 2003, Curriculum - action on reflection revisited, 4th edn, Social Science Press, Wentworth Falls.

Weil, M & Joyce, B 2004, Models of teaching, 7th edn, Allyn & Bacon, Boston.

STUDENT WORKLOAD REQUIREMENTS

ACTIVITY	HOURS
Assessment	25.00
Directed Study	60.00
Private Study	32.00
Workshops	48.00

ASSESSMENT DETAILS

Description	Marks out of	Wtg(%)	Due date	Notes
PROFESSIONAL EXPERIENCE	1.00	1.00	21 Jul 2008	(see note 1)
GROUP PRESENTATION	20.00	20.00	29 Aug 2008
ASSIGNMENT 1	30.00	30.00	19 Sep 2008
ASSIGNMENT 2	50.00	50.00	07 Nov 2008

NOTES

1.: All students must successfully pass 10 days of professional experience as well as the academic component to successfully complete this course. A mark of one (1) indicates you have passed the professional experience component. A mark of zero (0) indicates you have not passed the professional experience component. The weighting of 1% is used for administrative purposes only and is NOT included in the overall weighting for this course.

IMPORTANT ASSESSMENT INFORMATION

Attendance requirements:
It is the students' responsibility to attend and participate appropriately in all activities (such as lectures, tutorials, laboratories and practical work) scheduled for them, and 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. Regular attendance at weekly lectures and tutorials is expected. Students are required to complete all 10 days of the professional experience component of this course. Students unable to attend professional experience due to illness MUST notify the school and the University.
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.
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 and satisfactorily complete the sector-based Professional Experience.
Method used to combine assessment results to attain final grade:
The final grades for students will be assigned on the basis of the aggregate of the weighted 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:
As there are no examinations in this course, there will be no Deferred or Supplementary examinations.
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. The Faculty will NOT accept submission of assignments by facsimile. 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.
5.	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.
6.	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).
7.	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.
8.	Marking criteria are provided in course material as mark sheets/guides or as part of assignment specifications.
9.	Summative assessment items will receive a numerical score. Any ungraded assessment requirement will receive a Pass, Fail or Incomplete.
10.	Students must also attain a satisfactory performance level for the professional experience component of this course to be awarded a passing grade.

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.
Any time lost for professional experience MUST be made up.
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 18 Jul 2008.