EDV4440 Advanced Professional Experience
|Semester 1, 2012 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||14 December 2013|
Examiner: Agli Zavros
Moderator: Catherine Arden
Pre-requisite: EDV3401 and EDC3100
Students must have successfully completed the entire previous year's professional experience courses in order to enrol in this course. Students must be available for a prescribed period of time to undertake a placement in a school or other approved site as required in this course. 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.usq.edu.au/education/professional-experience/blue-card.
The link between theory and practice is the critical nexus in pre-service teacher education. A sound knowledge and understanding of this theory-practice nexus underpins the work of teachers in the Technical and Vocational Education specialisation in particular and is therefore a primary focus of this final professional experience. Other primary foci are the development of the technical and vocational educator as reflective practitioner and lifelong learner and the establishment of professional relationships in the workplace. The course provides for students to complete a final block of supervised teaching prior to undertaking their internship or community placement.
This course constitutes the final supervised "professional experience" course in the Bachelor of Education (Technical and Vocational Education) specialisation. It also provides an opportunity for graduates of the three year Bachelor of Vocational Education and Training wishing to articulate into the four year Bachelor of Education (Technical and Vocational Education) specialisation to meet requirements for registration with the Queensland College of Teachers. As such, the course provides the final opportunity for students to have an intensive, supervised teaching and learning experience with adolescent and Senior Phase learners in technical and vocational education in secondary schools and technical college settings. The course has as its major focus the exploration and development of a portfolio of instructional methodologies that support learners' development of technical and vocational knowledge, skills and understandings as well as fostering their development as self-directed, lifelong learners. The building of teaching and learning relationships - both pedagogical/andragogical and collegial - is also a focus of this course and provides a foundation for ongoing reflective professional practice. A 40 day professional experience placement is attached to this course.
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:
- Plan for and evaluate teaching and learning sequences, in conjunction with the mentor teacher, that maximise the development and refinement of technical and vocational skills, knowledge and understandings and their application in the workplace context (All Assignments)
- Plan, establish and maintain safe learning environments in conjunction with the mentor teacher and in line with the host school's/organisation's policies (Assignments 1 and 4)
- Take lead responsibility for the implementation of sequences of teaching and learning experiences (Assignments 1 and 4)
- Develop and maintain positive professional relationships with students, supervisors and colleagues (Assignments 1 and 4)
- Reflect on and evaluate their own teaching episodes informed by assessment of student learning in consultation with the Mentor teacher (Assignment 4)
- Demonstrate a growing understanding of and competency in the implementation of teaching and learning methodologies that promote the development of technical and vocational skills and their application in the workplace context (Assignments 2, 3 and 4)
- Demonstrate knowledge, understanding and application of appropriate personal, professional and academic literacies (All assignments)
- Demonstrate knowledge, understanding and application of appropriate ICT uses in education (All Assignments)
- Demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (All assessments)
|1.||Technical and vocational education methodologies: from practice to theory||30.00|
|2.||Supporting the development of self-directed, lifelong learners||20.00|
|3.||Workplace Relationships, Collaboration and Communication||20.00|
|4.||Educator as Reflective Practitioner||30.00|
Text and materials required to be purchased or accessed
ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (https://bookshop.usq.edu.au/bookweb/subject.cgi?year=2012&sem=01&subject1=EDV4440)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
There are no prescribed texts for this course.
Billett, S 2001, Learning in the workplace: strategies for effective practice, Allen and Unwin, Crows Nest, NSW.
Chappell, C 2000, The new VET professional: Culture, roles & competence., RCVET Working Paper 00.41.
(UTS Research Centre for Vocational Education.)
Chappell, C 2001, Work based learning and vocational education and training practitioners., RCVET Working Papers, 99.01.
(UTS Research Centre for Vocational Education.)
Kolb, D.A 1984, Experiential learning: Experience as the source of learning and development, Prentice-Hall, Englewood Cliffs, N.J.
Schon, D 1983, The Reflective Practitioner. How professionals think in action, Temple Smith, London.
Stevenson, J. (Ed.) 2003, Developing vocational expertise: Principles and Issues in Vocational Education, Allen and Unwin, Crows Nest, NSW:.
Whether you are on, or off campus, the USQ Library is an excellent source of information http://www.usq.edu.au/library..
Student workload requirements
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|TEACHING PLACEMENT AGREEMENT||1||1||19 Mar 2012||(see note 1)|
|REVIEW NEXUS||48||48||07 May 2012|
|PROFESSIONAL JOURNAL||50||50||04 Jun 2012|
|SUMMATIVE REPORT||1||1||04 Jun 2012||(see note 2)|
- A mark of one (1) indicates you have passed the Placement component. A mark of zero (0) indicates you have not passed the Placement component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
- A mark of one (1) indicates you have passed the Summative Report component. A mark of zero (0) indicates you have not passed the Summative Report component. Professional Placement should be conducted as per the Professional Experience Calendar unless approval has been granted by the Course Examiner.
Important assessment information
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.
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 must 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.
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 Student Policies:
Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at http://policy.usq.edu.au.
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 APA style to be used is defined by the USQ Library's referencing guide. http://www.usq.edu.au/library/referencing
Students will require access to e-mail and have Internet access to UConnect for this course.
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.usq.edu.au/education/professional-experience/blue-card and http://www.ccypcg.qld.gov.au/bluecard/index.html
*If you are undertaking practical experience outside the State of Queensland, Australia you should check local requirements.
*Students whose placements do not require them to come into contact with students under 18 years of age are not required to have a blue card. TAFE Teachers are exempt from the Blue Card requirement by virtue of their employment conditions (compulsory police checks carried out prior to appointment).