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Showing 25 course outlines from 1456 matches
601
EDPROFST 226
: Introduction to Bilingual Education2020 Semester One (1203)
An introduction to bilingualism and bilingual education. Examines key principles of programme development and strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary.
No pre-requisites or restrictions
602
EDPROFST 227
: TESSOL: Language Learning Needs2020 Semester One (1203)
Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced.
No pre-requisites or restrictions
603
EDPROFST 300
: Raising Student Achievement2021 Semester Two (1215)
Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching?
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Restriction: EDPROFST 604
Restriction: EDPROFST 604
604
EDPROFST 300
: Raising Student Achievement2021 Semester One (1213)
Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching?
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Restriction: EDPROFST 604
Restriction: EDPROFST 604
605
EDPROFST 300
: Raising Student Achievement2020 Semester Two (1205)
Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching?
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Restriction: EDPROFST 604
Restriction: EDPROFST 604
606
EDPROFST 300
: Raising Student Achievement2020 Semester One (1203)
Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching?
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Restriction: EDPROFST 604
Restriction: EDPROFST 604
607
EDPROFST 304
: Play: Theory and Practice2021 Semester Two (1215)
Develops critical understandings of play related to learning and teaching. Addresses questions such as: How do varied theoretical and philosophical perspectives of play influence professional practice? What are the implications of positioning play as the interface between individual freedom and social constraint? What is the significance of play for creativity, communication and citizenship?
Prerequisite: At least 225 points passed
Restriction: EDCURRIC 215, 313
Restriction: EDCURRIC 215, 313
608
EDPROFST 304
: Play: Theory and Practice2020 Semester Two (1205)
Develops critical understandings of play related to learning and teaching. Addresses questions such as: How do varied theoretical and philosophical perspectives of play influence professional practice? What are the implications of positioning play as the interface between individual freedom and social constraint? What is the significance of play for creativity, communication and citizenship?
Prerequisite: At least 225 points passed
Restriction: EDCURRIC 215, 313
Restriction: EDCURRIC 215, 313
609
EDPROFST 305
: The Reflective and Ethical Teacher2021 Semester Two (1215)
An examination of principles of how people learn will guide inquiry into own personal teaching practice and reflection on a developing, evidence-informed personal pedagogy. Notions of teacher professionalism and how the moral and ethical nature of teaching impacts on teacher decision-making will be explored.
Prerequisite: EDPRAC 201
Corequisite: EDPRAC 305
Restriction: EDPROFST 313
Restriction: EDPROFST 313
610
EDPROFST 305
: The Reflective and Ethical Teacher2021 Semester One (1213)
An examination of principles of how people learn will guide inquiry into own personal teaching practice and reflection on a developing, evidence-informed personal pedagogy. Notions of teacher professionalism and how the moral and ethical nature of teaching impacts on teacher decision-making will be explored.
Prerequisite: EDPRAC 201
Corequisite: EDPRAC 305
Restriction: EDPROFST 313
Restriction: EDPROFST 313
611
EDPROFST 305
: The Reflective and Ethical Teacher2020 Semester Two (1205)
An examination of principles of how people learn will guide inquiry into own personal teaching practice and reflection on a developing, evidence-informed personal pedagogy. Notions of teacher professionalism and how the moral and ethical nature of teaching impacts on teacher decision-making will be explored.
Prerequisite: EDPRAC 201
Corequisite: EDPRAC 305
Restriction: EDPROFST 313
Restriction: EDPROFST 313
612
EDPROFST 305
: The Reflective and Ethical Teacher2020 Semester One (1203)
An examination of principles of how people learn will guide inquiry into own personal teaching practice and reflection on a developing, evidence-informed personal pedagogy. Notions of teacher professionalism and how the moral and ethical nature of teaching impacts on teacher decision-making will be explored.
Prerequisite: EDPRAC 201
Corequisite: EDPRAC 305
Restriction: EDPROFST 313
Restriction: EDPROFST 313
613
EDPROFST 306A
: Contemporary Issues in TESOL2022 Semester Two (1225)
Examines a range of contemporary issues relating to TESOL education allowing students to draw connections between theory, research, their own experiences as language users and practice. Addresses questions such as: What are the latest developments in the theory, policy and practice of TESOL? How does digital technology impact TESOL? How does reflective practice shape the work of the TESOL educator?
This course may not be taken concurrently with EDPROFST 207 A and B, or EDPROFST 207
To complete this course students must enrol in EDPROFST 306 A and B, or EDPROFST 306
614
EDPROFST 306A
: Contemporary Issues in TESOL2021 Semester Two (1215)
Examines a range of contemporary issues relating to TESOL education allowing students to draw connections between theory, research, their own experiences as language users and practice. Addresses questions such as: What are the latest developments in the theory, policy and practice of TESOL? How does digital technology impact TESOL? How does reflective practice shape the work of the TESOL educator?
This course may not be taken concurrently with EDPROFST 207 A and B, or EDPROFST 207
To complete this course students must enrol in EDPROFST 306 A and B, or EDPROFST 306
615
EDPROFST 306A
: Contemporary Issues in TESOL2020 Semester Two (1205)
Examines a range of contemporary issues relating to TESOL education allowing students to draw connections between theory, research, their own experiences as language users and practice. Addresses questions such as: What are the latest developments in the theory, policy and practice of TESOL? How does digital technology impact TESOL? How does reflective practice shape the work of the TESOL educator?
To complete this course students must enrol in EDPROFST 306 A and B, or EDPROFST 306
616
EDPROFST 307
: Inquiry into Practice 32025 Semester One (1253)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
617
EDPROFST 307
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
618
EDPROFST 307
: Inquiry into Practice 32023 Semester One (1233)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
619
EDPROFST 307A
: Inquiry into Practice 32025 Semester One (1253)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
620
EDPROFST 307A
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
621
EDPROFST 307A
: Inquiry into Practice 32023 Semester One (1233)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
622
EDPROFST 307A
: Inquiry into Practice 32022 Semester One (1223)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
Corequisite: EDPRAC 304
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
623
EDPROFST 308
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 212, EDPRAC 205
Corequisite: EDPRAC 307
To complete this course students must enrol in EDPROFST 308 A and B, or EDPROFST 308
624
EDPROFST 308A
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 212, EDPRAC 205
Corequisite: EDPRAC 307
To complete this course students must enrol in EDPROFST 308 A and B, or EDPROFST 308
625
EDPROFST 308A
: Inquiry into Practice 32023 Semester One (1233)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 212, EDPRAC 205
Corequisite: EDPRAC 307
To complete this course students must enrol in EDPROFST 308 A and B, or EDPROFST 308