This postgraduate unit focuses on reviewing theories and literature of developmental stages of learning and applicable pedagogies to identify, differentiate and integrate best teaching practices. Child and adolescent developmental theories will be reviewed to inform quality pedagogical practices in a variety of educational contexts (i.e. early years, primary years, secondary years). A central focus of this unit is on students' wellbeing. Pre-service teachers will identify, evaluate and adapt learning environments that are comprehensive and meaningful for all students. This unit requires successful completion of two components. The first is up to seven weeks of in-depth study of learning theories, literature and quality pedagogical approaches. The second component consists of 20 days of professional experience in a relevant educational setting. Pre-service teachers are expected to undertake specific assessable activities, including personal reflection, planning and teaching that align to the theoretical focus provided. The 20 days of professional experience includes a two-week block (Monday to Friday) with a minimum of 10 sequenced lessons planned and taught. Note: Pre-service teachers are required to provide current criminal history clearances prior to the commencement of any professional experience. Visit http://cdu.edu.au/education/inschool/ for guidelines, requirement and handbooks.
PRESCRIBED TEXT - Teaching Making a Difference
PRESCRIBED TEXT - Marsh's Becoming a Teacher
KNOWLEDGE SKILLS & ISSUES Marsh’s Becoming a Teacher, 6e continues to offer pre-service teachers a...