This is an integrated program of course work and concurrent supervised practice teaching experience.
You are required to undertake a minimum of 45 days of
9
supervised practice teaching experience in an allocated school. You must also undertake the equivalent of two single methods in the Methods of Teaching.
The integrated program is designed to integrate all aspects of course work and teaching experience utilising groups formed on a mixed methods basis.
The last intake into this program was in 1995. Subjects will be available in 1996 as required for repeating students. Refer to the 1995 Handbook for subject details.
Subject Points
771-167 Methods of Teaching 30.0
771-168 Integrated Program 40.0
771-169 Teaching Experience 30.0
100.0
PROGRAM THREE (PART-TIME SECONDARY STUDENTS)
This program comprises subject—based course work and concurrent supervised practice teaching experience.
Students are required to undertake a minimum of 45 days of supervised practice teaching experience in an approved teaching setting.
Students undertake Principles and Methods of Teaching from which method studies are developed in relation to each individual's current teaching area of study. It is supplemented in the second year of the course with a specific method of teaching research project.
The last intake into this program was in 1995. First year subjects will be available in 1996 for repeating and part—
time students. Refer to the 1995 Handbook for subject details.
Sub—total 35.0
Total 100.0
Course Objectives
Graduate Diploma in Education
On completion of this course graduates should be able to:
• plan, organise and deliver learning experiences appropriate to their students' academic, intellectual, psychological and social needs and to the context of the learning situation;
• engage in ongoing reflection on their practice as a means of continuing their professional growth;
• appreciate that educational practice occurs in a context influenced by policy, structure and other environmental factors;
A develop and maintain professional relationships with colleagues and students;
A articulate a coherent theory of learning and teaching which is reflected in their practice; and
• evaluate and monitor their students' progress, assess their achievements and report appropriately on these.
• describe selected developmental theories, which provide insight into the actions of adults and adolescents in learning environments;
A describe selected individual differences in learning.
thinking and aspects of personality, which influence both teaching and learning behaviour and need to be addressed in devising learning experiences for students;
• describe selected theoretical models of group functioning; and
• describe sources and symptoms of stress in teachers and learners and ways of managing it appropriately.
SUBJECT DESCRIPTIONS First year
Principles and Methods of Teaching 1 Communication Studies 1
Practicum (Part time Secondary) Principles and Methods of Teaching 2 Educational Psychology 1
Second year
Education and Society 1 Communication Studies 2 Special Method Teaching Project Education and Society 2 Educational Psychology 2
Program One (TAFE, Tertiary and. Clinical Instruction Students)
The last intake into this program was in 1995. Subjects will be available in 1996 for repeating and part-time students.
Refer to the 1995 Handbook for subject details.
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Credit points: 167
Prerequisites: Completion of, or concurrent enrolment in, Introduction to Learning and Instructional Processes and Design, Management and Evaluation of Learning 1.
771-173 771-174 771-175 771-176 771-177 Sub—total 771-179 771-180 771-181 771-182 771-183
Points 12.5
5.0 30.0 12.5 5.0 65.0 5.0 5.0 15.0 5.0 5.0
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D
eesign Managernen "and Evatuatron,,of,Learn' tie/.
Contact: 36—hours of class contact or equivalent in open learning modes. (Second semestec)
Objectives: On completion of this subject students should be able to:
• demonstrate a critical understanding of themselves and others, as practitioners, communicators and learners;
A
assist students to become critically reflective practitioners, able to understand their own thinking, feeling and action and that of others;A
identify different communication styles and practices in teaching and describe the implications for student—teacher relationships,
• describe selected learning theories applicable to students' contexts, which elucidate how learning may be enhanced and difficulties in learning overcome;
Content: Communication styles, their origins and consequences in working with students; communication skills and practices which facilitate groups and enable productive relationships to be developed between students and teachers; behaviouristic, cognitive, humanistic and critical models of learning, with particular reference to experiential and reflective modes relevant to student's own learning; characteristics of adult and adolescent learners, including selected cognitive, emotional—social developmental perspectives and models of identity change and resistance to change, individual differences which affect ways in which people perceive and process the information with which to make decisions and solve problems; socio—dynamic and leadership theories of group functioning; sources and symptoms of stress, particularly as they apply in teaching, and a range of stress management strategies; ways of identifying stress and other psychological barriers to learning in students and methods of assistance.
Assessment: An essay of 3000 words (60 per cent); and a case—study, or studies, of 2000 words; or a journal or learning log of 2000 words (40 per cent).
Credit points: 161
Prerequisites: Design, Management and Evaluation of Learning 1.
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Contact: 36 contact hours or equivalent in open learning modes. (First or second semester.)
Objectives: On completion of this subject students should be able to:
• identify key facets of the role of teacher;
A
describe ways to serve as a professional role model for students;• understand curriculum development and evaluation processes relevant to their teaching context; and
• describe a process of accreditation of courses.
Content: The professional role; curriculum and course design; curriculum and course evaluation.
Assessment: Two assignments of 2500 words (50 per cent each).
Credit points: 16.7
Contact: 36 contact hours. If insufficient demand these subjects will be offered one semester only. (First or second semester depending on demand.)
Objectives: On completion of this subject students should be able to:
A
demonstrate understandings of various perspectives on society, technology, work and change;• make use of recent historical events and trends for social, industrial and cultural change in their personal perspectives on adult and vocational education;
• demonstrate a critical understanding of future socio—
industrial scenarios and their likely impact upon their particular work context;
• describe the implications for both vocational educational and their teaching context of various approaches to industrial organization; and
• demonstrate an awareness of current policy issues in their particular organisational and system context.
Content: Interpretive frameworks to analyse social and industrial change; the historical relationship between culture, society and industry; alternative future scenarios and the implications for work and preparation for work;
comparative forms of production organization and the
associated vocational educational orientations; cultural perspectives on work; current issues in the field.
Assessment: An essay of 2000 words (40 per cent); and an essay of 3000 words (60 per cent).