Course Title: Primary Professional Practice 1

Part A: Course Overview

Course Title: Primary Professional Practice 1

Credit Points: .00

Terms

Course Code	Campus	Career	School	Learning Mode	Teaching Period(s)
TCHE2269	Bundoora Campus	Postgraduate	360H Education	Workplace	Sem 1 2012, Sem 2 2012, Sem 1 2013, Sem 2 2013, Sem 1 2014, Sem 2 2014

Course Coordinator: Tasos Barkatsas

Course Coordinator Phone: +61 3 9925 7423

Course Coordinator Email: tasos.barkatsas@rmit.edu.au

Course Coordinator Location: 220.03.06

Course Coordinator Availability: Please email for appointment

Pre-requisite Courses and Assumed Knowledge and Capabilities

None

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 introducing the professional practice experience and explaining the students’ roles and responsibilities in this context. Students will also be required to analyse learning contexts and observe and implement classroom management strategies.

This course includes a work integrated learning experience in which your knowledge and skills will be applied and assessed in a real or simulated workplace context and where feedback from industry and/or community is integral to your experience.

Objectives/Learning Outcomes/Capability Development

This course is designed to assist students to develop and apply the knowledge, skills and strategies in the areas of observation, learning and teaching, assessment, monitoring and reflection, and their knowledge of innovation and initiatives in relation to their professional practice.

Upon completion of the course students will be able to:
• Undertake some small-group teaching moving towards a small whole class teaching session.
• Observe and understand learners in context.
• Demonstrate an awareness of the individual differences between learners and how the teacher caters for these.
• Demonstrate an ability to provide positive feedback to encourage learning and co-operative behaviour.
• Observe, record and reflect on the ways in which teachers manage classroom behaviour and processes.
• Demonstrate an awareness of some of the assessment and reporting tools used by the teacher
• Articulate some of the innovations and initiatives that are being implemented in a classroom.
• Seek and accept guidance and respond constructively to feedback from professional mentors.
• 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 the role of ICT in learning and implications for the classroom.
• Awareness of a range of contemporary ICT resources suitable for the classroom.
• Awareness of how the classroom environment can be managed to empower students use of ICT.

VIT Standards
This course is aligned with the following standards:
• Teachers know how students learn and how to teach them effectively.
• Teachers know the content they teach.
• Teachers know their students.
• Teachers plan and assess for effective learning.
• 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.
• Teachers are active members of their profession.

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

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

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.