Being a Teacher (12034.1)

Required texts

Required Reading:

Allen, J., & White, S. (2021). Teaching in the twenty-first century. In J. Allen, Learning to teach in a new era (2nd ed., p. xxii, 416 pages). Cambridge University Press.

AERO (2022). Writing and writing instruction An overview of the literature.

https://www.edresearch.edu.au/sites/default/files/2022-02/writing-instruction-literature-review.pdf

Bennison, A. (2015) Supporting teachers to embed numeracy across the curriculum: a sociocultural approach. ZDM Mathematics Education 47:561–573

Bennison, A., & Geiger, V. (2020) Numeracy Across the Curriculum as a Model of Integrating Mathematics and Science. In J. Anderson & Y. Li (Eds) Integrated Approaches to STEM Education An International Perspective. Pp.117-136.

Beltman, S., Glass, C., Dinham, J., Chalk, B., & Nguyen, B. (2015). Drawing identity: Beginning pre-service teachers' professional identities. Issues in Educational Research, 25(3), 225–245.

Brookfield, S. D., Mandzuk, D., & Clifton, R. (1998). [Review of Becoming a critically reflective teacher]. 29, 115–118.

Brookfield, S. D. (2017). Becoming a critically reflective teacher (2nd ed.). Jossey-Bass. https://www.wiley.com/en-us/Becoming+a+Critically+Reflective+Teacher%2C+2nd+Edition-p-9781119084900 Chapter 1: What is critically reflective teaching? (2017). In S. Brookfield, Becoming a critically reflective teacher (2nd ed., pp. 1–21). Jossey-Bass.

Chong, S., & Low, E.-L. (2009). Why I want to teach and how I feel about teaching: Formation of teacher identity from pre-service to the beginning teacher phase. Educational Research for Policy and Practice, 8(1), 59–72. https://doi.org/10.1007/s10671-008-9056-z

Collard, P., & Looney, J. (2014). Nurturing creativity in education. European Journal of Education, 49(3), 348–364. https://doi.org/10.1111/ejed.12090

Cornu, R. L. (2005). Peer mentoring: Engaging pre-service teachers in mentoring one another. Mentoring & Tutoring, 13(3), 355–366. https://doi.org/10.1080/13611260500105592

Ewing, R., O'Brien, S., Rushton, K., Stewart, L., Burke, R., & Brosseuk, D. (2022). English and Literacies: Learning How to Make Meaning in Primary Classrooms. Cambridge: Cambridge University Press.

Fenty, N.S. & Brydon, M. (2017) Integrating Literacy and the Content Curriculum to Support Diverse Learners. Learning Disabilities: A Contemporary Journal 15(2), 225-238

Gilmore, B., & Kramer, M. W. (2019). We are who we say we are: Teachers' shared identity in the workplace. Communication Education, 68(1), 1–19. https://doi.org/10.1080/03634523.2018.1536271

Gindidis, M. (2018). Neuroscepticism: Investigating teachers' experiences using a whole brain teaching method. In G. Barnes, M. Phillipson, M. Barnes, & M. Gindidis (Eds.), Evidence-based learning and teaching: A look into Australian classrooms (1st ed., 1 online resource). Routledge.

Goos, M., Geiger, V., Bennison, A., and Roberts, J. (2015). Numeracy teaching across the curriculum in Queensland: resources for teachers. Final Report. Brisbane, The University of Queensland.

Goff. (2021). Chapter 10. In H. Sharp, S. Hudson, N. L. Weatherby-Fell, J. Charteris, R. Buchanan, & S. Imig (Eds.), Communication skills with students, staff and parents/caregivers (p. xvii, 418 pages). Cambridge University Press.

Goff, W. (2017). Communication skills with students, staff and parents/caregivers. In S. White (Ed.), Learning to teach in a new era (pp. 337–368). Cambridge University Press.

Hogarth, M. (2022, November 7). "I am Country, and Country is me": Indigenous ways of teaching could be beneficial for all children. The Conversation. https://theconversation.com/i-am-country-and-country-is-me-indigenous-ways-of-teaching-could-be-beneficial-for-all-children-187424

Hong, J., Day, C., & Greene, B. (2018). The construction of early career teachers' identities: Coping or managing? Teacher Development, 22(2), 249–266. https://doi.org/10.1080/13664530.2017.1403367

Karulkiyalu Country et al. (2021). Embracing Country as teacher in outdoor and environmental education (1 online resource, 399 pages). https://doi.org/10.1007/978-3-030-75980-3

Lampi, J.P, & Reynolds, T. (2018). Connecting Practice & Research: From Tacit to Explicit Disciplinary Writing Instruction.  Journal of Developmental Education 41(2) 26-28

McConchie, L. (2020). How the brain usually learns. In E. Jensen, Brain-based learning: Teaching the way students really learn (3rd ed., 1 online resource, xvi, 222 pages). Corwin.

Moss, J., Godinho, S., & Chao, E. (2019). Enacting the Australian curriculum: Primary and secondary teachers' approaches to integrating the curriculum. Australian Journal of Teacher Education, 44(3), 24–41. https://doi.org/10.14221/ajte.2018v44n3.2

Munro, J. (2003). Fostering Literacy Learning Across the Curriculum. M. Kalantzis and B. Cope (Eds.) WHAT LEARNING MEANS: Proceedings of the Learning Conference 2003. International Journal of Learning Volume 10 327-336

Sani, A., Rochintaniawati, D., & Winarno, N. (2019). Enhancing students' motivation through brain-based learning. International Conference on Mathematics and Science Education (ICMSCE 2018), 1157(2), 022059. https://doi.org/10.1088/1742-6596/1157/2/022059

Sellars, M. (2017) Numeracy Across the Curriculum- A Pathway to Critical Thinking. International Journal of Innovation, Creativity and Change. 3, (2). 75-83Sharp, H., Hudson, S.,

Weatherby-Fell, N. L., Charteris, J., Buchanan, R., & Imig, S. (2021). Chapter 1 and 2. In H. Sharp, Introduction to education: Knowledge, practice, engagement (p. xvii, 418 pages). Cambridge University Press.

Sharp, H., Hudson, S., Weatherby-Fell, N., Charteris, J., Brown, B., Lodge, J., McKay-Brown, L., Sempowicz, T., Buchanan, R., Imig, S., Hudson, P., Vergano, M. & Walsh, M. (2025) Introduction to Education. Cambridge

Sharp, H., Hudson, S., Weatherby-Fell, N. L., Charteris, J., Buchanan, R., & Imig, S. (2021). Preparing for professional placement. In H. Sharp, Introduction to education: Knowledge, practice, engagement (pp. 364–370). Cambridge University Press.

Shipp, C. (2013). Bringing Aboriginal and Torres Strait Islander perspectives into the classroom: Why and how. Literacy Learning, 21(3), 24–29.

Spillman, D., Wilson, B., Nixon, M., & McKinnon, K. (2023). Reinvigorating Country as teacher in Australian schooling : beginning with school teacher's direct experiences, "relating with Country." Curriculum Perspectives, 43(1), 13–23.

Spillman, D., Wilson, B., Nixon, M., & McKinnon, K. (2023). "New localism" in Australian schools : Country as Teacher as a critical pedagogy of place. Curriculum Perspectives, 43(2), 103–114.

Tomlinson, C. A. (2017). What differentiated instruction is—and isn't. In C. A. Tomlinson, How to differentiate instruction in academically diverse classrooms (3rd ed., 1 online resource, xiii, 184 pages). ASCD.

Turner, K., & Theilking, M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938–960.

White, S. (2017). Teaching in the twenty-first century. In J. Allen, Learning to teach in a new era (p. xxii, 422 pages). Cambridge University Press.

Further additional reading will also be available on CANVAS.

Submission of assessment items

Extensions & Late submissions

Approval of extenuating circumstances will be dependent upon the production of supporting documentation and at the discretion of the unit convener.

All assessment items required to be submitted online must be submitted via the appropriate Canvas drop box. It is the student's responsibility to upload the correct and corresponding draft or assessment item to the right submission section. Assignments must be submitted in a format accessible to the assessor(s), as stated on the relevant canvas site. If the unit convener and/or tutor are unable to access a submission, a standard late penalty of 5% of the total marks possible for the task may be applied per day until the assignment is made accessible.

Special assessment requirements

This unit includes an observational placement component that is graded as satisfactory/unsatisfactory based on attendance, engagement and professionalism. Successful completion of placement is requirement to pass this unit as well as submission of all assessment task and an aggregated mark of 50% or more in assessment tasks.

Being a Teacher - 12034 Attendance and Engagement and Professionalism Form. It is the responsibility of the preservice teacher to ensure this form is signed by all participants at the completion of the 10-day observation placement.  Preservice Teachers are to submit an original and a copy of the signed report to the UC Placement Office no later than a week after their completion date. 

The unit convener reserves the right to question students orally on any of their submitted work. 

Provision of valid documentation

Please note that the University takes student conduct very seriously. All documentation provided to University staff must be valid and the provision of fraudulent documentation carries with it potentially serious consequences, including suspension and/or exclusion from the University. Note that all allegations of student misconduct will be referred to the Associate Dean for Education (ADE) as a prescribed authority for investigation.

Students must apply academic integrity in their learning and research activities at UC. This includes submitting authentic and original work for assessments and properly acknowledging any sources used.

Academic integrity involves the ethical, honest and responsible use, creation and sharing of information. It is critical to the quality of higher education. Our academic integrity values are honesty, trust, fairness, respect, responsibility and courage.

UC students have to complete the Academic Integrity Module annually to learn about academic integrity and to understand the consequences of academic integrity breaches (or academic misconduct).

UC uses various strategies and systems, including detection software, to identify potential breaches of academic integrity. Suspected breaches may be investigated, and action can be taken when misconduct is found to have occurred.

Information is provided in the Academic Integrity Policy, Academic Integrity Procedure, and University of Canberra (Student Conduct) Rules 2023. For further advice, visit Study Skills.

Learner engagement

Lectures Materials and Tutorials: 3 hrs x 30 = 30 hrs 

Online study: 3 hrs x 10 = 30 hrs 

Extra weekly readings & assessment preparation: 90 hrs (9 hrs per week) 

Inclusion and engagement

Successful engagement with all learning activities in this accredited Initial Teacher Education course is necessary to demonstrate that you have met the Graduate career stage of the Australian Professional Standards for Teachers (AITSL, 2011).

Participation requirements

Successful completion of the professional experience component is critical to success in the whole unit. Refer to assessment (5a) on the Canvas site for further details. Students must make themselves familiar with the processes and policies of professional experience.

There is a strong correlation between participation and success in higher education. With this in mind, we encourage and expect students to actively participate in all module activities to enhance their learning opportunities.

Required IT skills

It is expected that students undertaking this unit will have a basic level of information technology competence that includes electronic manipulation of documents, PowerPoint, Google docs, Padlet, blogs, photographs, videos, slideshows, e-books, websites and apps.

Work placement, internships or practicums

This unit includes a 10-Day Observational professional experience placement. Students must adhere to UC policies including the Student Conduct Rules (2018), WIL Policy and Procedure, and Assessment Policy and Procedure. All information regarding placements is available on the All Teacher Education Students (ATES) canvas page and it is the responsibility of the student to check for any updates.  

Students are advised to review InPlace regularly to check the status of their pre-placement requirements and to ensure that all contact details are up-to-date and will be for the during of the placement period. This information must include an emergency point of contact or next of kin. 

The Placement Team requires evidence of the following before a placement can be organised: 

Pre-placement Requirements (ALL must be uploaded to InPlace): 

• Working with Vulnerable People (WWVP) card 

• Working with Children Check (WWCC) 

• TQI Preservice Teacher Registration 

• Completion of Pre-Place module 

Early Childhood (EC) – Current First Aid, CPR and Anaphylaxis  
 

Student needs to upload this information to InPlace and ensure it is verified (green status) by the due date stipulated by the placement team. All compliance tasks must be valid for the duration of the placement blocks. It is a student responsibility to ensure that previously submitted compliance documentation is valid for subsequent placement blocks. 
 

Pre-placement Requirements (must be uploaded to Unit Canvas Page for first professional experience): 

• Acceptable Use of ICT form 

• UC Student Acknowledgement form 
   

Failure to complete required pre-placement requirements by the due date will result in the cancellation of placement and may result in a fail (NC) grade for the unit. 

When students are allocated a placement it is their responsibility to contact the school/service to determine any additional pre-placement requirements specific for that location that need to be completed prior to the placement start date. Failure to do this may result in withdrawal from the placement and potential fail (NC) grade for the unit. 
 

Students who currently have a UC Reasonable Adjustment Plan (RAP) may be eligible for a Placement Support Letter (PSL). It is the student's responsibility to work with UC Wellbeing to determine any adjustment needed for Placement. 
 

Eligibility for placement is dependent on satisfactory academic progression at the time placement is scheduled. 

All placements must occur according to the published placement calendar on the ATES site. Students experiencing extenuating circumstances may request a date change; approval, however, is at the discretion of the Faculty. All placement blocks must be completed within 12 months of the associated unit's teaching and learning start date. Delays beyond this timeframe may result in a fail (NC) grade for the unit. 
 

Intervention and Support 

Students who demonstrate unsatisfactory progress towards the expected standard of practice at any point throughout their placement will be provided with Intervention and Support. This support process is tailored to meet the needs of the individuals. If sufficient improvements are not evident, a fail grade (NC) for the unit is the likely outcome. If the student's conduct or practice constitutes a significant risk to public safety, a student's placement may be terminated immediately without the Intervention and Support process being enacted. The student will meet with their Unit Convenor/Faculty member and discuss their progress in the unit and provided opportunities to reflect on their practice, setting goals for improvement.  
 

Assessment Requirement: 

Placement must be successfully passed 

Generalised Support  

For placement queries, contact placement@canberra.edu.au. 

Additional information

Provision of information to the group:

Notifications through the Canvas Announcements Forum or the Canvas Discussion Forums are deemed to be made to the whole cohort.  It is the responsibility of the student to ensure that they check for announcements on the Unit's Canvas website (forum messages are also emailed to student email addresses only).  Students should ensure they check their student email regularly.  The Canvas discussion forums will be checked by staff regularly.

Theoretical foundations: 

This unit engages in evidence-based learning theories and engagement with reflective practices.

• Semester 1, 2026, Placement, UC - Canberra, Bruce (231878)
• Semester 1, 2025, Placement, UC - Canberra, Bruce (228496)
• Semester 1, 2024, Flexible, UC - Canberra, Bruce (221773)