Students will critically analyse various research and theories of children’s developmental stages including physical, cognitive, emotional, social and spiritual development, and investigate the implications for learning at each stage. They will critically explore the research of educational theorists and synthesise and apply them to their own practices. Students will engage with research-based specialised knowledge of students, content, pedagogy (including teaching strategies, verbal and non-verbal communication strategies, and resources), technology and the particular knowledge of the intersection of these (TPACK) that experienced teachers draw on in developing effective pedagogies. They will examine complexities in learning and reflect on these in relation to their own experiences, and how these, in turn, might impact on developing effective pedagogical practice.
The unit engages with the Australian Professional Standards for Teachers and examines its purpose for identifying professional learning needs as a teacher, and planning professional development in alignment with the standards. The unit will critically examine a range of sources of professional development (such as external experts and professionals, peers, research, educational journals and other professional reading, accredited courses, and personal classroom action research) giving attention to making judgements on their relevance, appropriateness and value. This unit will also introduce the course long reflexive practice portfolio. Students will critically reflect on their growth and development as a teacher and plan for ongoing professional learning. This unit introduces the reason for and necessity of ongoing professional development for improving teaching and student learning.
1. What is the research and resultant theories on pedagogical content knowledge and what are the knowledges that teachers bring to making decisions about selecting and structuring activities to promote learning?
2. Knowing students – stages of physical, social and intellectual development including unity and diversity. A closer look at the work of Piaget, Bruner, Erickson, Fowler and others
3. Knowing about learning – theory for teachers and students-metacognition
4. What has brain research taught us?
5. Knowing your content
6. Implications for teaching strategies, selecting resources and structuring and organising activities ,
7. Celebrating learning: How can we do this?
8. The future of learning
9. Australian Professional Standards for Teachers and sources of professional development for continued professional learning