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Unit of Study TCHR5017 - Philosophical Inquiry and Collaborative Leadership (2027)

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Unit Snapshot

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Unit description

In this unit philosophical and theoretical inquiry reveals some of the beliefs, values, and assumptions that underpin educational practices for young children. It delves into questions about the nature of philosophical inquiry, professional learning, and the role of the education leader. By engaging in philosophical and theoretical inquiry, pre-service teachers can move beyond implementing practices towards thoughtful and wise framing of the early childhood teacher’s role. Critical reflection will be enacted to clarify the benefits to curriculum and pedagogy when informed by theory and research.

Unit content

Module 1: Philosophical Perspectives in Early Childhood Education.

Module 2: Theoretical Perspectives in Early Childhood Education.

Module 3: Philosophical Inquiry and Co-Constructing Curriculum with Children.

Module 4: Principles and Practices of Leadership and The Role of The Education Leader.

Module 5: Principles and Practices of Collaborative Relationships and Team Work.

Module 6: Professional Ethics in Practice.

Availabilities

Location Domestic International
Brisbane
Term3,5
Term3,5
Gold Coast
Term3,5
Term3,5
Melbourne
Term3,5
Term3,5
Online
Term3,5
Term3,5
Perth
Term3,5
Term3,5
Sydney
Term3,5
Term3,5

Learning outcomes

Unit Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a unit. These outcomes are aligned with the graduate attributes. The unit learning outcomes and graduate attributes are also the basis of evaluating prior learning.

On completion of this unit, students should be able to:

explore and critique a range of philosophical and theoretical perspectives that are relevant to early childhood education

synthesise and apply ways of conducting philosophical inquiry that engage children in the process of co-constructing learning

critically analyse the role of the educational leader: including fostering collaborative relationships and teamwork, allocating responsibilities, promoting ethical practice, and reflection

evaluate the principles, practices, and ethical considerations for being an early childhood educational leader

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