This unit enables students to experience the professional work of early childhood teachers over a sustained period of 36 days in an early childhood setting. With the guidance of a Supervising Teacher, students will consolidate and apply their knowledge, skills and understandings of early childhood teaching and learning. The student will assume substantive teaching responsibility and related duties within an early childhood program in collaboration with a qualified early childhood teacher. The student will also consolidate their appreciation of teacher research by engaging in a Professional Research Project focused on their own practice and professional development (as approved by the University and centre). The student normally assumes a teaching load equivalent to 60% of a normal weekly teaching load from week 3. This is usually spread over four days. The fifth day is spent planning, evaluating and documenting teaching, undertaking on-campus internship and EDMT6010 research workshops.
1x1hr weekly tutorial for 8 weeks and linked 2-day early childhood education conference and linked EDMT6010 professional research workshops
Assessment of skills: Professional knowledge, Professional Practice and Professional Engagement, and the Professional Experience Folder, and Satisfactory Professional Practice
Arthur, L., Beecher, B., Death, E., Dockett, S. and Farmer, S. (2015) Programming and Planning in Early Childhood (6th ed.) South Melbourne, Australia: Thompson. Department of Education, Employment and Workplace Relations (2009). Belonging, Being and Becoming: The Early Years Learning Framework for Australia. Canberra: DEEWR. MacNaughton, G., and Williams, G. (2009) Teaching Techniques for Teaching Young Children: Choices for theory and practice (3rd end). Frenches Forest NSW. Pearson
72 credit points of unitsCo-requisites