Unit of Study EDU10128 - Introduction to Teaching (2020)

Unit description

Introduces students to key issues associated with being a professional in education and care in the 21^st century. 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

Topic 1.1 Being a teacher in the 21^st century

• Unpacks the conceptual map of the unit
• Role of the teacher – attributes of ‘quality’ teachers
• Underpinning philosophy of student/child focused practice
• Role of reflective practice in the professionalisation of teachers (AITSL Standards)
• Lifelong learning – knowledge, skills, attributes, values

Topic 1.2 Introduction to curriculum

• Definitions of the term – origins, meaning etc.
• Curriculum as process and product
• Models of curriculum
• The hidden curriculum

Topic 1.3 Introduction to pedagogy

• Definitions of the term – origins, meaning etc.
• Models of pedagogy
• The importance of pedagogy
• Attributes of quality teaching (pedagogy)

Topic 1.4 Building relationships

• With children/students – what do they tell us?
• With parents and carers
• With colleagues
• With the wider community

Topic 1.5 Legal and ethical issues in education

• Ethics as relationships
• Difference between a legal and ethical responsibility and practices
• Shifting the lens from ‘vulnerable’ to ‘capable’
• NCRoC rights and responsibilities – protection, provision, participation

Module  2

Topic 2.1 History of teaching in Australia (early childhood, primary and secondary)

• Historical overview of the evolution of teaching and associated systems
• Chronological review of the purposes and nature of education
• Residual effects of this history – sectorial binaries, funding, teacher status, etc.
• Professionalisation of teaching
• Locates current context in an historical background

Topic 2.2 Being inclusive by embracing diversity

• Diversity – social and cultural influences
• Exploration of the ways children/students can be deemed ‘different’
• Inclusivity – teachers responses to difference
• Policies that inform inclusive practices
• Case studies of responses to difference and diversity

Topic 2.3 Curriculum in context (early childhood, primary and secondary)

• Teachers as critical consumers of curriculum
• National and State curriculum frameworks (with a focus on NSW and QLD)
• Context specific curriculum documents (syllabi)

Topic 2.4 Pedagogy in context (early childhood, primary and secondary)

• Approaches to teaching and learning
• Course specific models or case studies of pedagogy
• Articulating a pedagogical approach – philosophy

Topic 2.5 Education as a context of continual change

• Recent changes/innovations – why change, why now?
• Identify the ‘drivers’ of change (national and state with a focus on NSW and QLD)
• How do teachers manage change?
• The role of reflective practice in making decisions about change and innovation