Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Teaching today is being practised in a changing world. New forms of culture and society have emerged in recent decades. Schooling and education in all domains - from early childhood and primary schooling to the middle, senior and post-compulsory years - are being affected by these shifts and transformations. Educational sites, for instance, are becoming more 'enterprising'; learners themselves increasingly more diverse,; and the practice of teaching more complex. In order to make sense of the implications these changes have for professional practice, it is vital that you develop a knowledge of the socially, culturally and historically constructed nature of knowledge, the contemporary contexts in which teaching, schooling and education are practised and an understanding of the different social identities and capacities that are specified within them. 'Teaching in New Times' challenges you in the early stages of your course, to develop a sound fundamental knowledge of such factors as socio-economic circumstances, gender and ethnicity and their impact on education, so that you may respond to these transformations in an informed, ethical and professional manner.

Aims

The aim of this unit is to provide professional capacity and tertiary literacies by developing awareness of a socio-cultural studies framework for viewing and understanding teaching, schooling and education in new times. You will reflect on your own and others' experiences of schooling, the university learning context and changing social, cultural and historical contexts of education. You will also learn about the social identities and capacities specified within them and their implications for professional and ethical practice in education.

Objectives

On completion of this unit, you should be able to:

1. Adopt a problem-solving and inquiry based approach as a scholar-teacher-researcher and to gather, form and critique knowledge from a variety of sources. [QCT Standards 1 & 10]
2. Reflect on ethical, cultural and social practices in relation to education in general and the profession of teaching in particular. [QCT Standard 4]
3. Work and reflect within legal and ethical frameworks in ways that promote and celebrate diversity, equity and inclusiveness. [QCT Standards 4 & 10]
4. Design and implement learning experiences that develop language and literacy and that demonstrate a sound fundamental knowledge of language forms and features and textual structures of spoken/ written/ visual multimodal texts; provide evidence of attaining acceptable standards of academic, professional and personal spoken and written English language literacies relating to this unit; and demonstrate professional responsibility. [QCT Standard 2]

Content

This unit will cover the following topics:

Module 1: Cultural identities
This module focuses on the three key cultural identities of class, gender and ethnicity, providing you with the cultural studies framework to understand both your own experiences with schooling as members of such collective groups, and your future work as a teacher. In addition, this module will develop some of the tertiary literacy skills you need to succeed in your course.

Module 2: Education in historical and contemporary contexts

This module focuses on the historical and contemporary contexts of teaching, schooling and education. It examines topics such as the emergence of schooling as a historical institution and site of social governance in modern times; the marketization and performance orientation of education and schooling in contemporary, contexts; the impact of information communication technologies (ICTs) and multiliteracies; working with diverse communities and the emergence of global media cultures.

Module 3: Current debates in education
This module examines some of the current debates in education, and, at an introductory level, begins to explain how the identities and issues explored in the first two modules can be applied to understanding schools and teaching.

Approaches to Teaching and Learning

This unit will use a combination of lectures, tutorials, study groups, online resources and e-mail discussion. Where appropriate, a problem-based approach will contextualize the theories and ideas presented in lectures and tutorials. This unit also incorporates ten days of non school based field work activity. First Year Experience principles will be applied as appropriate.

Assessment

Assessment in the unit is both formative and summative. Formative assessment is provided through an informal tutorial presentation, feedback in tutorial sessions and through written comments on initial assignment work. Summative assessment consists of two items.-

Assessment name: Presentation (Oral or Group)
Description: Team led discussion on a set reading
Length: One page of points and list of focus questions
Relates to objectives: 1 & 3
Weight: 15%
Internal or external: Internal
Group or individual: Individual
Due date: During-Semester

Assessment name: Poster Presentation
Description: Poster
Length: 1500 words plus pictorial material
Relates to objectives: 1 - 4
Weight: 40%
Internal or external: Internal
Group or individual: Group
Due date: Mid-Semester

Assessment name: Examination (Theory)
Description: Seen' end of semester examination
Length: Two hours
Relates to objectives: 1 - 4
Weight: 45%
Internal or external: Internal
Group or individual: Individual
Due date: End-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

Required Text
Tait, G. (2012) Making Sense of Mass Education, Melbourne: Cambridge University Press

Other readings for this unit are available on CMD

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 19-Dec-2012