EDED11454 - Education as a Profession
Term 1 - 2017


All details in this unit profile for EDED11454 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Education as a Profession examines the history and philosophy underpinning educational theory as a basis for understanding the role of education in contemporary society. Students investigate the impact of social, cultural and economic change on the professionalism of educators and concepts of quality and effective practice in educational settings to understand the role of “teacher as learner”. They critically reflect on the contextual factors that influence what it means to be an educator in 21st century society and use Professional Standards and Codes of Ethics and/or Conduct relevant to the work of educators to develop an understanding of the relationship between social justice, ethical practice and professional identity. Students evaluate ways in which their own beliefs about teaching and learning affect professional practice and use ethical and professional standards to explain the rationale for ongoing professional learning and the implications for improved student learning. Students develop an understanding of the purpose of e-portfolios for documenting evidence of professional learning and create a personal response to key ideas about the purpose of contemporary education in the form of a digital artefact which is used to start the reflection process of maintaining and adding to the e-portfolio over the course of the course.

Details

Career Level Undergraduate
Unit Level Level 1
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Bundaberg
  • Cairns
  • Distance
  • Gladstone
  • Mackay
  • Noosa
  • Rockhampton
  • Townsville

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 50%
2. Portfolio 50%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Positive comments were provided regarding the relevance and importance of content covered in this course Course evaluations. No major changes to be made to content, resources and activities.
Concerns raised regarding difficulties with Mahara as an e-portfolio tool within second assessment task. Course evaluations and teaching staff self-evaluation. Allow use of alternative programs, such as simple website creation tools, for Assessment Task 2.
On successful completion of this unit, you will be able to:
  1. Identify social, cultural and economic changes that impact on the purposes and outcomes of education in 21st century Australian society.
  2. Reflect on self as learner and discuss the relevance of personal and professional lifelong learning for educational professionals.
  3. Reflect on the impact of personal perspectives of race, class, gender and identity formation on the professional role of educators.
  4. Evaluate contemporary perspectives on social justice and their relationship to Professional Standards and Codes of Ethics and Conduct for professional educators.
  5. Assess ways in which knowledge of educational contexts such as socioeconomic background, culture, identity and gender shape the decision-making of educators.

This unit incorporates essential professional behaviours embedded in the Australian Professional Standards for Teachers. The development of an e-portfolio for demonstrating evidence of the standards at graduate level is introduced in this unit and can be used as the basis for registration, identification of professional learning needs and selection of evidence for professional folios for future employment interviews.

Successful completion of the unit Education as a Profession provides opportunities for students to demonstrate the following focus areas of the standards: 1.1, 1.3, 4.4, 6.1, 6.2, 6.4, 7.1 and 7.2. In addition, competency elements from the Diploma of Children's Services (Early Childhood Education and Care) including HLTHIR403C: 1 and 2; HLTHIR404D: 2; CHCCHILD401A: 1 and 3; and CHCCS400B: 1, 2, 3 and 4 are taught and assessed in this unit.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4 5
1 - Written Assessment  
2 - Portfolio  

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4 5
1. Communication
2. Problem Solving          
3. Critical Thinking
4. Information Literacy    
5. Team Work          
6. Information Technology Competence      
7. Cross Cultural Competence    
8. Ethical practice    

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment      
2 - Portfolio    

Prescribed Textbooks

Teaching: making a difference
Author/s: Churchill, R. et al Year: 2015
Edition: 3rd edn Publisher: Wiley
City: Milton State: Queensland
Country: Australia
View textbooks at the CQUniversity Bookshop
Note:

This text will be used for the Term 2 unit Curriculum Foundations and Decision-making and will be a valuable resource throughout the Bachelor of Education course.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Internet
  • Unit Website (Moodle)
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorPeter De Vries (p.devries@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017

Conceptions of teachers and teaching

Course Resources Online - Groundswater-Smith et al. 2011, pp. 3-11

Week 2 13-03-2017

Personal and professional identity

Chapter 1

Week 3 20-03-2017

Teacher responses to diversity

Course Resources Online - Snowman, 2009, pp.142-152

Week 4 27-03-2017

Discourses of schooling

Chapter 2

Week 5 03-04-2017

Education and social change

Chapter 2 Course Resources Online - Frost 2008

Vacation Week 10-04-2017
Week 6 17-04-2017

Schools and educational equity

Course Resources Online - Marsh, 2011, Chapter 19

Written Assessment Due Monday (17 Apr 17) 11:45 PM AEST
Week 7 24-04-2017

Teaching as professional work

Course Resources Online - Darling-Hammond, 2006

Week 8 01-05-2017

Teachers as learners

Course Resources Online - Lieberman & Mace, 2010 Ewing, Lowrie and Higgs, 2010

Week 9 08-05-2017

Professional Standards for Teachers

Week 10 15-05-2017

Codes of Ethics and Conduct for the teaching profession

DETE, 2013 - Standard of practice

Week 11 22-05-2017

Ethical and legal issues that affect the work of teachers

Course Resources Online - Groundswater-Smith et al, 2011, pp. 27-40

Week 12 29-05-2017

Review

Review/Exam Week 05-06-2017
Exam Week 12-06-2017
Portfolio Due Monday (12 Jun 17) 11:45 PM AEST

1 Written Assessment

Assessment Title Written Assessment
Task Description

Autobiography

You will construct an autobiography (2000 words) that highlights selected experiences from your life and own personal experience of schooling and identify how they have shaped your beliefs about teaching and learning. You will also reflect on the impact that your cultural identity and beliefs about education may have on the ways in which you respond to the diversity of learners in contemporary Australian educational and care settings.

Your autobiography should include both written text along with other modes for representing your experience (e.g., images and captions, concept maps, diagrams, cartoon strips). Group discussion, readings and reflection activities conducted throughout the course and a series of prompting questions outlined in the weekly topics on the moodle site will help you select and develop ideas for your autobiography.

Assessment Due Date Week 6 Monday (17-Apr-2017) 11:45 PM AEST
Return Date to Students Feedback on this assessment response will be provided in sufficient time to allow for academic support and advice as necessary to inform students’ responses to the next assessment task.
Weighting 50%
Assessment Criteria

Understanding of the influence of social, economic and political factors on education and the impact of diversity and change on the work of teachers in the 21st century

Ability to select and analyse personal experiences that underpin the formation of beliefs about learning and teaching

Ability to reflect on personal and professional perspectives through the chosen metaphor

Understanding of the need for ongoing professional learning for teachers

Professional levels of personal literacy

Referencing Style American Psychological Association (APA)
Submission Online

Upload this assessment task through the link provided on the course moodle site.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify social, cultural and economic changes that impact on the purposes and outcomes of education in 21st century Australian society.

2. Reflect on self as learner and discuss the relevance of personal and professional lifelong learning for educational professionals.

3. Reflect on the impact of personal perspectives of race, class, gender and identity formation on the professional role of educators.

5. Assess ways in which knowledge of educational contexts such as socioeconomic background, culture, identity and gender shape the decision-making of educators.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Portfolio

Assessment Title Portfolio
Task Description

In this task, you will demonstrate your understanding of Professional Standards and Codes of Ethics and Conduct that guide the work of professional educators by creating a digital artefact (a digital file that you will upload to a digital portfolio; this artefact can be a diagram, mind map or combination of images and words) that responds to the question: What does it mean to be a professional educator in the 21st century? Your response to this assessment task will be used as the first entry in an e-portfolio which you will add to throughout your pre-service program to record your ongoing professional learning and demonstrate the Australian Professional Standards for Teachers at the Graduate Career Stage.

You are encouraged to be creative in the construction of a digital artefact which must clearly show the relationship between the goals of the Melbourne Declaration and the principles that shape professional practice and the decision-making of educators outlined in Professional Standards, frameworks for good teaching and Codes of Ethics for teachers.

Your artefact should be accompanied by a written annotation in the form of a critical reflection of 1500 words that:

(a) describes how your artefact represents key ideas about the impact of social, economic and cultural change on the purpose and outcomes of education in 21st century Australian society;

(b) explains how your artefact reflects the way in which educators' work is affected by issues of social justice, diversity and equity, and ethical decision-making; and,

(c) evaluates how Professional Standards and Codes of Ethics and Conduct guide the complex work of educators in contemporary educational settings and contribute to ongoing professional learning that improves outcomes for all learners. You will be expected to include references to course readings to support this annotation.

Assessment Due Date Exam Week Monday (12-Jun-2017) 11:45 PM AEST
Return Date to Students Feedback on this final assessment response will be available after the date for Certification of Grades for the term.
Weighting 50%
Assessment Criteria

Ability to analyse, evaluate and synthesise information from a range of sources to support a point of view

Knowledge and understanding of the range of factors influencing education policy

Ability to reflect critically on principles of equity, diversity and social justice and the relationship to teachers’ professionalism and the complexity of educational environments

Demonstrated understanding of the nature of teaching as professional work and the role of professional standards and codes of ethics in guiding educators’ decision-making

Application of academic conventions and personal literacy competence

Referencing Style American Psychological Association (APA)
Submission Online

Students will upload a word document with access details that allow the lecturer to view the e-portfolio.

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Identify social, cultural and economic changes that impact on the purposes and outcomes of education in 21st century Australian society.

3. Reflect on the impact of personal perspectives of race, class, gender and identity formation on the professional role of educators.

4. Evaluate contemporary perspectives on social justice and their relationship to Professional Standards and Codes of Ethics and Conduct for professional educators.

5. Assess ways in which knowledge of educational contexts such as socioeconomic background, culture, identity and gender shape the decision-making of educators.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

3. Critical Thinking

4. Information Literacy

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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