|Semester 2, 2020 Online|
|Short Description:||The Reflective Practitioner|
|Faculty or Section :||Faculty of Business, Education, Law and Arts|
|School or Department :||School of Education|
|Student contribution band :||National Priority - Teaching|
|ASCED code :||070103 - Teacher Education: Primary|
|Grading basis :||Graded|
|Version produced :||26 February 2020|
Examiner: Tonia Chalk
Pre-requisite: Students must be enrolled in: BEDU (Primary) or BEDU (Primary + Special Education) or BEDU (Special Ed) or BEDU (HPE Primary) or BEDU (SHPE Primary) or BPED
Enrolment is not permitted in EDP4200 if EDC1200 has been previously completed
It is highly recommended that this course be completed in the same semester as EDC4000 Preparing for the Profession.
Students enrolling in courses which do not follow the recommended enrolment pattern cannot be assured of a developmental learning experience or program completion within their preferred timeframe.
Responsive teaching is necessary for primary teachers due to the diversity in every classroom, school and community. Teachers need to prepare for, and respond to, the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds. Similarly, teachers need to demonstrate knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from diverse backgrounds including, Aboriginal and Torres Strait Islander backgrounds. Teacher registration requirements such as the Australian Professional Standards for Teachers include foci on responsive practices that promote improved outcomes for learners from diverse cultural, linguistic, religious and socioeconomic backgrounds, including that of students from Aboriginal and Torres Strait Islander backgrounds. As such, it is important that pre-service teachers are explicitly taught how to develop strategies that respond to the learning strengths and needs of a diverse student cohort. This final semester course provides primary pre-service teachers with an opportunity to reflect upon their understanding and knowledge of the rationale for continued professional learning and the implications for improved student learning.
This course builds upon primary pre-service teachers' knowledge and skills related to reflective and responsive practices to enable them to develop strategies that respond to the learning strengths and needs of a diverse student cohort. Primary pre-service teachers learn about the complex influences on student experiences and learning in schools, with a particular focus on the impact cultural and linguistic backgrounds may have on the educational experience of Aboriginal and Torres Strait Islander students. Pre-service teachers will develop teaching and learning strategies that are informed by contemporary research into the improvement of student learning via responsive pedagogical practices. Ongoing professional learning for teachers is a focus of The Reflective Practitioner and, upon successful completion of the course, primary pre-service teachers will understand both the rationale for career-long professional learning and the impact this can have on student learning.
The course objectives define the student learning outcomes for a course in accordance with the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Professional Standards for Teachers (APST). On successful completion of this course pre-service teachers should be able to:
- identify and respond to learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds (APST 1.3);
- demonstrate knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander and other backgrounds (APST 1.4);
- develop strategies that build on learning strengths and address learning needs of students, including Aboriginal and Torres Strait Islander students (APST 1.3, 1.4, 2.4);
- critically reflect on the rationale for continued professional learning for the implications for improved student learning (APST 6.1, 6.2, 6.4).
|1.||Informed responsive pedagogies: the APSTs and other sources of professional learning||20.00|
|2.||Learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds||20.00|
|3.||Culture, cultural identity and linguistic background and the education of Aboriginal and Torres Strait Islander students||20.00|
|4.||Responsive strategies for student learning||20.00|
|5.||Professional learning and the implications for improved student learning||20.00|
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://omnia.usq.edu.au/textbooks/?year=2020&sem=02&subject1=EDP4200)
Please contact us for alternative purchase options from USQ Bookshop. (https://omnia.usq.edu.au/info/contact/)
Student workload expectations
|Description||Marks out of||Wtg (%)||Due Date||Notes|
|ASSIGNMENT 1||30||30||04 Aug 2020|
|ASSIGNMENT 2||30||30||01 Sep 2020|
|ASSIGNMENT 3||40||40||13 Oct 2020|
Important assessment information
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.
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 for that item.
Penalties for late submission of required work:
Students should refer to the Assessment Procedure http://policy.usq.edu.au/documents.php?id=14749PL (point 4.2.4)
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.
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 items for the course.
There is no examination in this course.
Examination period when Deferred/Supplementary examinations will be held:
There is no examination 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.
Referencing in assignments must comply with the APA referencing system. This system should be used by students 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. This guide can be found at http://www.usq.edu.au/library/referencing.
Students are required to demonstrate competence in and appropriate use of academic language and literacy, including spelling, grammar, punctuation, and referencing in all assessment responses. Marks allocated to the aforementioned criteria will be specified in the criteria for assessment of all assessment items.
Students are required to submit ALL assignments to evidence meeting or exceeding the mandatory requirements of the Australian Professional Standards for Teachers (APSTs).
Evaluation and benchmarking
In meeting the University’s aims to establish quality learning and teaching for all programs, this course monitors and ensures quality assurance and improvements in at least two ways. This course:
1. conforms to the USQ Policy on Evaluation of Teaching, Courses and Programs to ensure ongoing monitoring and systematic improvement
2. forms part of the Bachelor of Education and is benchmarked against the:
- internal USQ accreditation/reaccreditation processes which include (i) stringent standards in the independent accreditation of its academic programs, (ii) close integration between business and academic planning, and (iii) regular and rigorous review
- Queensland College of Teachers
- Australian Professional Standards for Teachers (APST) of the Australian Institute for Teaching and School Leadership (AITSL).
Participation: Students can expect it will be necessary to participate in and contribute to a range of learning opportunities in this course including online study activities, lectures, tutorials, seminar presentations, group discussions and self-directed study activities in order to apply the coursework that will enable quality assessment tasks to be submitted as evidence of professional development.