ED3093:03
Inquiries into Early Childhood Teaching
Townsville, Cairns
HECS Band 1
13 hours lectures, 26 hours tutorials (Townsville campus); 39 hour seminars (Cairns campus). Semester 1. Compulsory corequisite subjects: ED3498 or ED3499.
Staff: Dr S Rocco (Townsville campus); Ms R Sorin (Cairns campus).
Townsville campus
The focus of this subject will be the implementation of critically reflective practice in developing curriculum, planning models and practices in ECE; exploring a range of professional skills identified as beginning teacher competencies and investigating special topics of particular professional and personal significance in ECE.
Implementing an inquiry approach, this subject will involve a range of adult learning modes and contexts, which may include face to face lectures and tutorials; electronic tutorials and reflections; community and field-based experiences and group and independent research activity.
Learning Objectives:
- critically examine and reflect on Early Childhood practices;
- develop knowledge, understandings and strategies relevant to the design and implementation of inclusive curriculum contexts for young children;
- develop understanding of and commitment to principles of critically reflective practice and continuing professional development.
Assessment by individual assessment/s (70%); collaborative group assessment (30%).
Cairns campus
A recurring theme in this subject is that teachers need to be both critically reflective and analytical of the bases that inform their practices. Implementing a collaborative inquiry approach, this subject includes an exploration and critique of personal beliefs, images and metaphors by way of critical incidents, microteaching and special topics of professional and personal significance. It will build on the base established in ED2490 Managing Teaching and Learning in terms of classroom management, planning and teaching skills. Students will continue to develop a range of skills identified as beginning teacher competencies and personal expertise in the use of collaborative models of inquiry.
Learning Objectives:
- further develop skills of critical reflection of personal and professional beliefs about teaching;
- present and critique personal teaching episodes as part of microteaching;
- collaborate with peers as critical friends as part of establishing a commitment to career-long analysis of teaching and learning;
- refine the skills of observation;
- develop knowledge, understandings and strategies relevant to the development of inclusive curriculum contexts for children.
Assessment by microteaching (50%); portfolio (50%).