Course Title: Professional Practice 6: Inquiry - Taking a Risk

Part A: Course Overview

Course Title: Professional Practice 6: Inquiry - Taking a Risk

Credit Points: 0


Course Code

Campus

Career

School

Learning Mode

Teaching Period(s)

TCHE2254

Bundoora Campus

Undergraduate

360H Education

Workplace

Sem 2 2012,
Sem 1 2013,
Sem 2 2013,
Sem 1 2014,
Sem 2 2014,
Sem 1 2015,
Sem 2 2015,
Sem 1 2016,
Sem 2 2016

TCHE2262

Brunswick Campus

Undergraduate

360H Education

Workplace

Sem 2 2012,
Sem 2 2013,
Sem 1 2014,
Sem 2 2014,
Sem 2 2015,
Sem 1 2016,
Sem 2 2016

Course Coordinator: Dr Nicky Carr

Course Coordinator Phone: +61 3 9925 7802

Course Coordinator Email: nicky.carr@rmit.edu.au


Pre-requisite Courses and Assumed Knowledge and Capabilities

Professional Practice 5: Assessment


Course Description

This is a core course that focuses on the development of professional practice skills directly related to work integrated learning. The course involves placement in an educational setting. Particular focus will be given to encouraging students to extend their teaching through using an inquiry process.


Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to build and refine their knowledge and skills in the areas of observation, learning and teaching, assessment, reflection and knowledge of innovations and initiatives, based on reflection and feedback from their previous professional practice experiences and current learning within the course.


Upon completion of the course students will be able to:
• Plan, document and implement a comprehensive program for teaching consecutive whole days.
• Observe, reflect and record the practices of innovative teachers.
• Use an inquiry process to extend teaching knowledge and experiences.
• Implement some clear, challenging and achievable objectives for the practicum.
• Report and reflect on a trail of teaching with involved the implementation of unfamiliar, new and innovative practices.
• Demonstrate an ability to use evaluation strategies to modify program planning.
• Display evidence of a developing philosophy of education.
• Articulate some of the innovations and initiatives that are being implemented in classrooms and educational environments.
• Seek, accept and use guidance and respond constructively to feedback from professional mentors.
• Critically reflect on their teaching and issues impacting on the professional practice classroom.


ICT Outcomes
At the conclusion of this course students will have demonstrated and/or acquired the following ICT capabilities:
• Understandings of how ICT resources can be integrated in meaningful ways that take into account students’ existing and diverse technological skills and to produce engaging and challenging curriculum.
• Understandings of how to use ICT in the classroom to facilitate learning, in particular critical skills such as information skills, analysis, problem-solving and decision-making.
• Abilities to provide opportunities for students to be engaged in ICT-enriched activities that are essential self-regulating and cooperative.


VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers create and maintain safe and challenging learning environments.
• Teachers use a range of teaching strategies and resources to engage students in effective learning.
• Teachers reflect on, evaluate and improve their professional knowledge and practice.
 


Overview of Learning Activities

Students’ learning in this course will involve a range of activities both at the educational setting and university that are designed to focus on addressing various Victorian Institute of Teaching characteristics of effective teaching.


Overview of Learning Resources

See part B


Overview of Assessment

Assessment tasks are directly linked to the stated objectives and outcomes. Assessment in the course will be both theoretical and practical in nature. A range of formative and summative assessment types will be incorporated into the course (for example, developing a Professional Portfolio and a variety of assessment that demonstrates how the specific areas of professional practice have been addressed).

Students should refer to Part B of the course guide for further information on assessment.