Area: | Department of Education |
Credits: | 50.0 |
Contact Hours: | 30.0 |
Practical: | 1 x 10 Weeks Yearly |
Syllabus: | Integration of theoretical concepts with practical implementation of classroom management, teaching and learning processes, and curricula planning. Selection, preparation, implementation and evaluation of an appropriate learning sequence from a selected learning area. Evaluation of the effectiveness of the beginning teacher role - attitude, diligence and relationships with personnel in the school community. |
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Unit Outcomes: | On successful completion of this unit students will have- Demonstrated teaching competence and self-reflection over an extended period in a school, gradually accepting the full responsibilities of a beginning teacher. Exhibited a growth of confidence andmaturity based on development through gradual progression from supervised to unsupervised teaching. Developed programs as beginning teachers, demonstrated the ability to determine children's developmental levels of knowledge, skills and attitudes. Provided evidence of short and long term planning. Provided appropriate teaching resources and effectively reflected on and evaluated children's learning. Maintained purposeful records of pupils' development. Observed and participated in the cycle of events in the day-to-day running of a school. Demonstrated increased competency in classroom management strategies, motivational techniques and student-centred teaching and learning processes including cooperative learning situations that focus on higher level thinking/learning. Demonstrated the ability to work collaboratively and positively with pupils, the school staff and the wider community. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Arends, R. (2001). Learning to Teach. (fifth edition). Sydney, McGraw-Hill. Barry, K. and King, L. (1998). Beginning Teaching and Beyond. (third edition). Katoomba, NSW, Australia, Social Science Press. DECS. (1996). Foundation Areas of Learning: Curriculum Frameworks for Early Childhood Settings. Adelaide, Department of Education and Children's Services. |
Unit Texts: | Curriculum Council. (1999). Curriculum Framework for Kindergarten to Year 12 Education in Western Australia. Osborne Park, Western Australia, Curriculum Council. |
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Unit Assessment Breakdown: | Week 5 - Interim Progress Report from the co-operating teacher after five weeks Final Teacher Report and Percentage grade awarded by the co-operating teachers and university supervisors on completion. |
Field of Education: | 70100 Teacher Education (Narrow Grouping) | HECS Band (if applicable): | 1 |
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Extent to which this unit or thesis utilises online information: | Not Online | Result Type: | Grade/Mark |
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Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 2 | Y | | |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
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