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Coffs Harbour Session 1 Session 1
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Lismore Session 1 Session 1

Unit Summary

Unit type

UG Coursework Unit

Credit points

12

AQF level

7

Level of learning

Introductory

Former School/College

Former School of Education

Unit aim

Introduces students to key issues associated with being a professional in education and care in the 21st century. Emphasis is placed on metacognitive approaches to learning as a key to effective teaching. Students are introduced to the knowledge, skills, values and attitudes that will be required throughout their degree program as well as in their future careers. A particular emphasis is placed on reflective practice as the cornerstone of quality teaching and learning.

Unit content

Module 1. Becoming a teacher: A philosophical framework
1.    Becoming a teacher: unpacking the map
2.    Being a teacher: reflective practice and lifelong learning
3.    Belonging to a professional community: being inclusive
4.    The importance of relationships
5.    Legal and ethical issues in education
Module 2. Becoming a teacher: A practical framework
6.    History of teaching in Australia: Structure and stakeholders
7.    What is curriculum?
8.    Curriculum for change
9.    What is pedagogy?
10.    Pedagogy for change

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.

GA1: , GA2: , GA3: , GA4: , GA5: , GA6: , GA7:
On completion of this unit, students should be able to: GA1 GA2 GA3 GA4 GA5 GA6 GA7
1 reflect critically on the key dimensions of ‘being a teacher’ in the 21st century
2 identify important historical developments that have shaped current educational policy and practice for early childhood and/or primary school contexts
3 acknowledge the role of reflective practice in shaping professional practice and knowledge
4 identify how ‘pedagogy’ and ‘curriculum’ are evidenced in current contexts of education for early childhood and primary education
5 reflect on the knowledge, skills, attitudes and values that influence and inform teaching and learning for early childhood and primary education
6 discuss the legal and ethical dimensions of a career that involves working closely with children, young people and their families.

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

  1. reflect critically on the key dimensions of ‘being a teacher’ in the 21st century
    • GA1:
    • GA4:
  2. identify important historical developments that have shaped current educational policy and practice for early childhood and/or primary school contexts
    • GA1:
    • GA4:
  3. acknowledge the role of reflective practice in shaping professional practice and knowledge
    • GA4:
    • GA5:
  4. identify how ‘pedagogy’ and ‘curriculum’ are evidenced in current contexts of education for early childhood and primary education
    • GA1:
    • GA4:
  5. reflect on the knowledge, skills, attitudes and values that influence and inform teaching and learning for early childhood and primary education
    • GA1:
    • GA5:
  6. discuss the legal and ethical dimensions of a career that involves working closely with children, young people and their families.
    • GA3:

Prescribed texts

  • Marsh, C, 2010, Becoming a teacher: Knowledge skills and issues, 5th edn, Pearson Australia, Frenchs Forest, NSW.
Prescribed texts may change in future teaching periods.