EDC1300 Perspectives in Education
|Semester 3, 2013 Online Toowoomba|
|Faculty or Section :||Faculty of Education|
|School or Department :||Education|
|Version produced :||21 July 2014|
Examiner: Marian Lewis
Moderator: David Cleaver
Contemporary educators need to have a sound understanding of the theories and philosophies of education so that they can look critically at the ideas of education and the ethical implications of theories that inform current practice. This course responds to that need. Students should be given a grounding in the philosophy of education but should also be encouraged to look critically at the ideas of education and the ethical implications of the theories that inform current practice in order to contribute to their development as professional educators. In order to think critically and creatively about education in various contexts, students should have insights into current issues and how these influence the modern educator. Students should think about the implications of their own ideas on the direction of education in the future and start a lifelong process of considered reflection on issues related to the role of education and educators in contemporary society.
This course will stimulate inquiry into foundational ideas of education. Students will be exposed to historical and philosophical perspectives from theorists and will analyse how these theories connect to the broad range of contemporary education settings and practices. This course will also address current global, socio-cultural, economic, technological and political factors that may influence the contemporary educator. This course will equip students to think critically, creatively and reflectively about key ideas of education and will engage students in inquiry into the ethical implications of these influences. 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 ONLINE offering and advised of this change before semester commences.
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:
- apply the intellectual tools to analyse, reflect and think critically and creatively about theories of education and the contemporary influences that inform education. (Personal Philosophy of Education and Group Reflection)
- demonstrate an understanding of various theoretical perspectives and how these compare, relate and are reflected in current contemporary educational contexts in terms of teaching and learning. (Personal Philosophy of Education)
- discuss the ethical implications of education theory and its relation to practice. (Personal Philosophy of Education and Group Reflection)
- develop ethical responses to educational issues through inquiry. (Group Reflection)
- discuss the application of educational theories, ideas and influences in various education sectors (i.e. Early Childhood, Middle Years ) (Personal Philosophy of Education)
- apply theoretical and practical understandings in the early stages of the construction of a personal philosophy of education and of their role as future educators. (Personal Philosophy of Education)
- demonstrate skills of academic literacy and information literacy. (Personal Philosophy of Education and Group Reflection)
- develop ability to inquire collaboratively (Group Reflection)
- demonstrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing. (Personal Philosophy of Education and Group Reflection)
|1.||Analysis of education concepts (i.e. educator, student, child, childhood, learner and life-long-learner).||20.00|
|2.||Theoretical perspectives including historically significant theories of education; alternative perspectives including Western and Eastern philosophical thought.||20.00|
|3.||Inquiring into the ethical considerations of the various perspectives that shape the contemporary education context.||20.00|
|4.||Contemporary influences on education such as socio-cultural, global, economic, political and technological contexts that have implications for curriculum and pedagogy.||10.00|
|5.||Challenges of the 21st century on future educators both locally and globally (i.e., becoming a knowledge society)||10.00|
|6.||Purposes of education in a democratic society and implications for the role of educators.||10.00|
|7.||Academic literacy skills including critical and creative thinking, information literacy skills and communication.||10.00|
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=2013&sem=03&subject1=EDC1300)
Please contact us for alternative purchase options from USQ Bookshop. (https://bookshop.usq.edu.au/contact/)
Compiled by Lewis, M. 2012, Perspectives in Education, 3rd edn, Pearson, Australia. (EDC1300 custom book).
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|
|GROUP REFLECTIONS MODULE 1||15||15||09 Dec 2013|
|PERSONAL PHILOSOPHY OF EDUCATI||55||55||13 Jan 2014|
|GROUP REFLECTIONS MODULES 2&3||30||30||07 Feb 2014|
Important assessment information
ON-CAMPUS MODE: It is the students' responsibility to attend and participate appropriately in all activities 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.
ONLINE MODE: There are no attendance requirements for this course. However, it is the students' responsibility to study all material provided to them including discussion fora 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.
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.
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.