Details for Learning and Teaching in Community Contexts

This subject builds on knowledge and understandings gained previously to equip students to understand their professional role in and beyond the early childhood and primary classrooms, as well as the changing social and professional contexts in which teachers work.

Awards offering Learning and Teaching in Community Contexts

This unit is offered as a part of the following awards:

• Associate Degree in Education Studies
• Bachelor of Arts (Education Studies)
• Bachelor of Education (Early Childhood and Primary)
• Bachelor of Education (Primary)
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject builds on knowledge and understandings gained previously to equip students to understand their professional role in and beyond the early childhood and primary classrooms, as well as the changing social and professional contexts in which teachers work. It positions the teacher as part of a community of practice as well as the community that the school/early childhood service is situated in and examines ways to engage families, community representatives and external professionals. It will also investigate the social, political and cultural factors that enable and constrain what education is, what schooling can be, and the impact on early childhood and primary school students’ learning and educational outcomes. This unit also provides a basis for understanding the interconnections between current research and educational practice. This, in light of system and school-based and early childhood services responses, will focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in primary schools and early childhood services.

Outcomes

1. Appraise teachers’ professional and moral role in and outside the classroom and their own ongoing professional learning needs for their teaching career;
2. Critically reflect on a range of strategies for effective collaboration with parent/carers, businesses and churches in the work of school or early childhood communities, as well as with specialist teachers and school community liaison personnel to support students from culturally and linguistically diverse backgrounds or special educational needs in order to establish an inclusive and collaborative classroom culture;
3. Critically evaluate institutional, system, governmental and global responses to political and societal issues that face the educational needs and aspiration of young people;
4. Evaluate the role, impact and importance of social media and networked technologies on children and families, educational systems and how teacher education providers can positively respond;
5. Compare and contrast key debates and theories concerning educational practice and community engagement;
6. Assess the relative value and optimal use of digital learning and teaching strategies and pedagogies for, with and by young children, and the effect on relationships, health, wellbeing, citizenship and play. 

This course may be offered in the following formats

• Face to face (onsite)
• eLearning (online)

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

1. Critical Reflection (30%)
2. Professional e-Portfolio (40%)
3. Proefessional Digital Presentation (30%)

Prescribed Text

• References will include the most current curriculum requirements for schools.

Check with the instructor each semester before purchasing any prescribed texts or representative references