EDU5223 Teachers Practical Theories

Contents

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

STAFFING

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. NOTE: Minimum enrolment numbers apply to this offering. Should enrolments not reach the minimum number required for on-campus study, students may be transferred to the EXT or WEB offering and advised of this change before semester commences.

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:

1.

understand the directions and causes of changes in society and identify consequences of such changes for teaching and education (Assignment 1)

2.

explain the meaning, origins, development and characteristics of practical theories of teaching (Assignment 1)

3.

explain the significance of practical theories in relation to quality teaching and educational reform (Assignment 1)

4.

outline and comment critically on the different ways teachers have of representing the substance and structure of their practical theories (Assignment 1)

5.

outline and comment critically on ways of articulating practical theories (Assignment 2)

6.

articulate key elements of their own practical theories and provide justification for them (Assignment 2)

7.

synthesise these elements into a coherent framework representing their own practical theories of teaching (Assignment 2)

8.

subject their own practical knowledge and theories to critical assessment. (Assignment 2)

TOPICS

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).

The course materials are available for purchase through the USQ Bookshop.

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

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)

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

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

STUDENT WORKLOAD REQUIREMENTS

ASSESSMENT DETAILS

NOTES

1.

APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The USQ library provides advice on how to format information sources using this system. http://www.usq.edu.au/library/help/ehelp/ref_guides/apastyle/default.htm

IMPORTANT ASSESSMENT INFORMATION

1. Attendance requirements:
   To maximise their chances at satisfying the objectives of the course, students are strongly encouraged to attend and actively participate in the course workshops (NB: 3 x 2 hr workshops).
2. 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
3. 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.
4. 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.
5. 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.
6. Examination information:
   There is no examination in this course.
7. Examination period when Deferred/Supplementary examinations will be held:
   There will be no Deferred or Supplementary examinations in this course.
8. 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.

OTHER REQUIREMENTS

1. Students will require access to e-mail and Internet access to USQConnect for this course.
2. Students are to use a recognised referencing system as specified by the examiner.

This version produced 11 Dec 2009.