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

Study level:
Undergraduate
Credit points:
12
Unit code:
AEB3184

Prerequisites

ECE2001 - Practice in Partnership 1

Learning Outcomes

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