The aim of this unit of study is to enable pre-service teachers to explore a range of philosophical and psychological theories, pedagogical approaches and curriculum models from which to construct their own their emerging teacher identity. Through this exploration pre-service teachers critically analyse and apply a thorough understanding of a range of theoretical and practical approaches to teaching and learning.
Unit details
Location:
Study level:
Undergraduate
Credit points:
12
Unit code:
AEB3184
Prerequisites
ECE2001 - Practice in Partnership 1
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Learning Outcomes
| 1. | Articulate the construction of their emerging professional teaching identity, making the links between their own philosophy and the influences underpinning their beliefs about learning and teaching; | ||
| 2. | Critically analyse and apply a range of approaches to teaching and learning; | ||
| 3. | Apply an understanding of theoretical and practical perspectives in early childhood settings and contexts; and | ||
| 4. | Critically examine curriculum design in early childhood and primary school education. |
Assessment
| Assessment type | Description | Grade |
|---|---|---|
| Assignment | Describe current teacher identity using theories, pedagogies, or other influences on what it means to be teacher (850 words) | 30% |
| Exercise | Complete set readings and participate in class learning circle tasks and discussion (equivalent to 600 words) | 20% |
| Essay | An academic paper that demonstrates an understanding of emerging teacher identity and how it links to pedagogy and curriculum design (1550 words) | 50% |
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