The subject is an orientation to teaching as a profession. It inducts pre-service teachers into the habit of professional practice to draw on research, experience and policy as resources to inform curricular, pedagogical, and ethical decision-making processes. Current issues in education, including equity, student diversity, policy priorities, the structure of education system in Australia, and competing expectations of teachers are explored through theory and research to induct pre-service teachers into the intellectual, creative, and political dimension of the profession. The subject develops pre-service teachers&#39; understanding of the connections of schools to the community, and sense of agency about their professional responsibilities and identity. Upon completion of this subject, pre-service teachers will be able to explore ways to understand the sociocultural backgrounds of students and interpret current policy priorities to enable them to be responsive teachers to individual students.

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109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education, 109310 Bachelor of Education (Primary), 109410 Bachelor of Education (Secondary)

109210 Bachelor of Education (Early Childhood Education), 109510 Bachelor of Early Childhood Education, 109310 Bachelor of Education (Primary), 109410 Bachelor of Education (Secondary) Offerings: All

ED1401 - Education Perspectives and Practice

Education Perspectives and Practice

Demonstrate an inquiry approach to developing professional knowledge informed by social theories, research and policies on issues in education

Demonstrate awareness of key legislative, administrative and organisational policies and processes required for teachers according to school stage

Set learning goals and plan a lesson that provides achievable challenges for students of varying abilities and characteristics, including diverse linguistic, cultural, religious and socioeconomic backgrounds

Reflect on the role of the Australian Professional Standards for Teachers for identifying professional learning needs, and the rationale for and appropriate sources of continued professional development to improve student learning

Critically reflect on knowledge as a social and historical construct, to ethically inform productive relationships with students, families and communities, and broaden teachers' professional knowledge and practice