• Semester 1 (External)

Synopsis

All contemporary syllabus documents refer to a wide range of desirable
educational  outcomes.  It is unlikely, given the range of  objectives
to  be  addressed and the variety of instructional settings  in  which
objectives are to be achieved, that a single instructional procedure
will  be  effective for all students in respect of all  objectives.   It
follows  that  teacher education programmes should  produce  graduates
possessing a comprehensive repertoire of models of teaching, based  on
well  established psychological rationales and selected to  address  a
range  of educational objectives. Further, graduates should be capable
of  making  professionally justifiable decisions  about  instructional
alternatives,  optimally  matching  objectives,  teaching  models  and
instructional contexts.

A  range of models, carefully selected on the basis of best  available
information,  are examined in the unit.  The utility of  these  models
across  a  range of instructional settings and objectives is examined.
Instructional decisions are taken, implemented and results  evaluated.
For  this,  students will need access to an educational  setting.  The
unit  focuses  on  psychological  rationales  and  models  of  teacher
decision  making  as  informing  professional  instructional  decision
making.