Context of the Education Profession (9862.2)

Please note these are the 2020 details for this unit
Home
/
Find your course
/
Context of the Education Profession
Available teaching periods Delivery mode Location
View teaching periods Flexible
On-Campus
 Bruce, Canberra
EFTSL Credit points Faculty
0.125 3 Faculty Of Education
Discipline Study level HECS Bands
Academic Program Area - Education Level 1 - Undergraduate Introductory Unit Band 1 2021 (Commenced After 1 Jan 2021)
Band 1 2021 (Commenced Before 1 Jan 2021)
The unit provides an introduction to the individual and collective understandings of the education profession. It supports students' in planning and preparing for their professional life by providing a framework that investigates the knowledge, skills and insights necessary to be an active and engaged participant in the journey towards graduation and beyond. Students will examine the context of the education profession from multiple perspectives - the individual, the local, the national and the global educator - and consider the implications for their professional career.

Learning outcomes

On successful completion of this unit, students will be able to:
1. Create a plan to demonstrate key skills, attitudes and abilities needed to facilitate their successful study experience towards graduation;
2. Demonstrate an understanding of the characteristics that denote the variety of contexts constituting the Australian education profession; and
3. Knowledgably and accurately write about issues of global importance to the education profession.


Graduate attributes

1. UC graduates are professional - communicate effectively
1. UC graduates are professional - employ up-to-date and relevant knowledge and skills
2. UC graduates are global citizens - think globally about issues in their profession
2. UC graduates are global citizens - adopt an informed and balanced approach across professional and international boundaries
2. UC graduates are global citizens - make creative use of technology in their learning and professional lives
3. UC graduates are lifelong learners - be self-aware
3. UC graduates are lifelong learners - adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
3. UC graduates are lifelong learners - evaluate and adopt new technology


Skills development

The unit provides an introduction to the individual and collective understandings of the education profession. It supports students in planning and preparing for their professional life by providing a framework that investigates the knowledge, skills and insights necessary to be an active and engaged participant in the journey towards graduation and beyond. Students will examine the context of the education profession from multiple perspectives - the individual, the local, the national and the global educator - and consider the implications for their professional career.



Prerequisites

None.

Corequisites

None.

Incompatible units

NONE.

Equivalent units

NO.

Assumed knowledge

None.
Year Location Teaching period Teaching start date Delivery mode Unit convener
2024 Bruce, Canberra Semester 2 29 July 2024 Flexible Ms Mandy Crossman
2024 Bruce, Canberra Semester 2 29 July 2024 On-Campus Ms Mandy Crossman
Not available

Required texts

The required textbook for this unit of study is:

Allen J. & White, S. (2018) Learning to Teach in a New Era. Port Melbourne: Cambridge University Press.

You may purchase this text direct from the publisher here:

http://www.cambridge.org/ae/academic/subjects/education/education-history-theory/learning-teach-new-era?format=DO&isbn=9781316628263#x5fhAADXttSYfKZk.97
Alternatively you may purchase the text from other online book shops such as, Booktopia, Amazon Online, there are short term loans available at the Library.

Additional resources will be made available on the unit Canvas site and will include (but are not limited to):

Education Services Australia (2008). Global Perspectives: A Framework for Global Education in Australian Schools. Education Services Australia, Carlton South.

Sharp, H., Hudson, S., ... & Walsh, M. (2021). Introduction to Education: Knowledge, Practice and Engagement. Cambridge.

Useful Websites:

Australian Institute for Teaching and School Leadership (AITSL) Graduate Teacher Standards:

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

ACT Teacher Quality Institute (TQI)

http://tqi.act.edu.au

NSW Education Standards Authority (NESA)

http://educationstandards.nsw.edu.au

Submission of assessment items

Extensions & Late submissions

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.

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

If there is any doubt with regard to the requirements of any particular assignments or assessment procedure, the onus for clarifying the issue rests with the student who should contact the unit Convener or their tutor. Further, it is the responsibility of students to ensure that they are correctly enrolled in the unit and that the tutor and Student Administration have their correct contact details.

Special assessment requirements

An aggregated mark of 50% is required to pass the unit.

Academic integrity

Students have a responsibility to uphold University standards on ethical scholarship. Good scholarship involves building on the work of others and use of others' work must be acknowledged with proper attribution made. Cheating, plagiarism, and falsification of data are dishonest practices that contravene academic values. Refer to the University's Student Charter for more information.

To enhance understanding of academic integrity, all students are expected to complete the Academic Integrity Module (AIM) at least once during their course of study. You can access this module within UCLearn (Canvas) through the 'Academic Integrity and Avoiding Plagiarism' link in the Study Help site.

Use of Text-Matching Software

The University of Canberra uses text-matching software to help students and staff reduce plagiarism and improve understanding of academic integrity. The software matches submitted text in student assignments against material from various sources: the internet, published books and journals, and previously submitted student texts.

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.

Learner engagement

Indicative workload:

Lectures: 10 hours (1 hour per week)

Tutorials: 20 hours (2 hours per week)

Preparation for classes: 30 hours (3 hours per week)

Private study and assignment preparation: 90 hours ( 9 hours per week)

Participation requirements

Attendance at all scheduled sessions in this unit is compulsory and absences could result in a fail. All absences need to be supported by appropriate documentation (e.g. medical certificate).

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).

It is recognised that sometimes absence is unavoidable. If you are absent for more than two sessions, however, your engagement with the unit could be considered unsatisfactory. 

Required IT skills

The tutorials for this unit will take place face to face and in the Virtual Room in your UCLearn teaching site. The Virtual Room allows you to communicate in real time with your lecturer and other students. To participate verbally, rather than just typing, you will need a microphone. For best audio quality we recomment a microphone and speaker headset. For more information and to test your computer, go to the Virtual Room in your UCLearn site and 'Join Course Room'. This will trigger a tutorial to help familiarise you with the functionality of the virtual room.

In-unit costs

None

Work placement, internships or practicums

None

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 class.  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.

Use of student email account:

The University Email policy states that "students wishing to contact the University via email regarding administrative or academic matters need to send the email from the University account for identity verification purposes".  Therefore all unit enquiries should be emailed using a student university email account. Students should contact servicedesk@canberra.edu.au if they have any issues accessing their university email account.

Research Led Education: This unit involves research-led education which engages students in deep and active learning and provides a framework for students' future engagement in the education profession.