EDUC9220 Relationships for Learning and Teaching

You are viewing an older version of this curriculum item. Select the current year or your commencing year of study from the drop down above. For Pre-2022 Course Rules, use the link located on the right-hand side of the screen.

Overview

The main focus of this topic is on holistic, personal and scholarly critical reflection in which pre-service teachers examine aspects of practice relating to 'relationships for learning' in the light of relevant theories and research. Students choose an personally meaningful and authentic 'dilemma in practice' case study to respectfully and confidentially share, reflect on, research and present for their final assignment. Issues relating to behaviour and classroom management philosophies, polices and practices, curriculum, pedagogy, teacher, student and family wellbeing, engagement, motivation, exclusion, anxiety, depression, aggression, learning difficulties, giftedness, bullying, trauma, culture, family problems and relating with colleagues, outside agencies and families/caregivers will explored with the whole class to be taken up individually in depth as they relate to individual dilemmas. Case study methodology, and ethical issues arising from research in education with vulnerable subjects are explored in depth. The aim is that by the end of the semester dilemmas are viewed from a broader, deeper and more critically informed perspective to develop greater awareness of proactive and preventative strategies as well as strategies for acting in the midst of complexity to underpin their future establishment of positive and inclusive classroom environments.

Topic availabilities

To view topic availabilities, select an availability from the drop down, towards the top right of the screen.

Tuition pattern

To view tuition patterns, select an availability from the drop down, towards the top right of the screen.

Aims

This topic aims to develop:

An awareness of the contribution of personal and scholarly reflection to personal and professional development, teacher wellbeing and educational practice
An appreciation of the importance of teachers' development of self awareness and self regulation to assist in relating to students, colleagues and caregivers and responding in the midst of complexity
An awareness of a range of preventative and proactive strategies in relation to classroom and behaviour management, wellbeing and engagement
An awareness of a range of available supports and resources for teachers working with young people with complex needs and behaviours
The capacity to view dilemmas in education from a broader, deeper, integrated and more critically informed perspective through an engagement in case study research

Learning outcomes

On completion of this topic you will be expected to be able to:

Engage in personal and scholarly and critical reflection on a dilemma encountered on placement and see it from a more multidimensional, informed and nuanced perspective in the light of their case study research

Understand basic case study methodology

Reflect on their own attitudes, thoughts and emotions and appreciate the contribution these make to relationships, wellbeing and professional practice

Know about and access a range of resources and supports available to assist with students with complex needs

Know about of a range of proactive, preventative and responsive classroom and behaviour management strategies to underpin future practice

Appreciate the need for sensitivity, awareness and confidentiality in conducting case study research and any professional practice

Appreciate the links between student and teacher motivation, engagement, wellbeing, self efficacy, relationships and learning

Assessments

To view assessment information, select an availability from the drop down, towards the top right of the screen.

Requisites information

Pre-requisites:

Anti-requisites:

Handbook

Relationships for Learning and Teaching

EDUC9220