Teacher as Practitioner and Researcher

Unit code: ETS5002 | Study level: Postgraduate
Credit points
12
(Generally, 1 credit = 10 hours of classes and independent study.)
Location
City Campus
Footscray Nicholson
Online Real Time
VU Online
Prerequisites
N/A
Overview
Enquire

Overview

In this unit of study pre-service teachers will develop their skills as reflective practitioners through explorations of data and evidence influences within education practices, including collecting and analysing data to monitor the effectiveness of teaching practices and student learning. Pre-service teachers will engage in research activities that investigate, understand and critique the Australian education system. It will involve consideration of ‘big educational ideas’ facing humanity and how local ideas interrelate to the big ideas.



Through the examination and interpretation of both quantitative and qualitative data, pre-service teachers will consider the effectiveness of school structures, policy and procedures; curriculum, lesson planning and pedagogy; assessment practices and standardised testing; in providing support for students from different social contexts, including students with disabilities, students from diverse socio-cultural backgrounds, and Aboriginal and Torres Strait Islander students. Pre-service teachers will reflect on different approaches to enact change and communicate findings to colleagues, students, parents and interested members of the community.

Learning Outcomes

On successful completion of this unit, students will be able to:

  1. Critically engage and examine educational and social data to evaluate the effectiveness of teaching programs and improvement of school systems and teaching practices to improve student learning;
  2. Analyse the role and potential of educational data in respect to relevant educational, legislative, administration and organisational policies and practices to support the development of educational structures and curriculum that encourage young people to become successful learners, confident and creative individuals and informed citizens;
  3. Demonstrate an understanding of educational issues through monitoring and evaluating student assessment data to explore curriculum development and lesson planning to modify teaching strategies to support the learning of students from diverse backgrounds;
  4. Explore the influence of parents and carers in supporting student learning and what strategies can be used to bring them into the educative process;
  5. Demonstrate understanding of the role of external professional learning, external professionals and community representatives and how it can support the development of teachers’ knowledge and skill to modify teaching strategies.
  6. Participate in an academic community through reflective and critical engagement in academic texts and understanding of principles of academic integrity.

Assessment

For Melbourne campuses

Assessment type: Review
|
Grade: 20%
Review of perspectives and standpoints on teacher work
Assessment type: Case Study
|
Grade: 50%
Use interview data to develop and present an infographic on an associated educational issue supported by an annotated bibliography
Assessment type: Report
|
Grade: 30%
Group analysis of an educational scenario, resulting in a professional learning plan
Assessment type: Other
|
Grade: 0%
Evidence of completion of the Academic Integrity Modules (Hurdle)

Required reading

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As part of a course

This unit is studied as part of the following course(s):

Master of Applied Teaching (Secondary Education)
EMAT | Masters (coursework) degree | Duration: 1.5 years
Master of Teaching (Secondary Education)
EMES | Masters (coursework) degree | Duration: 2 years

Refer to the course page for information on how to apply for the course. VU takes care to ensure the accuracy of this unit information, but reserves the right to change or withdraw courses offered at any time. Please check that unit information is current with the Student Contact Centre.

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