Details for Learning and Teaching in Community Contexts
This unit equips students to understand their professional role in and beyond the primary classroom, 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 is situated in and ways to engage families, community representatives and external professionals.
- Currently offered by Alphacrucis: Yes
- Course code: EDU332
- Credit points: 10
- Subject coordinator: Jim Twelves
The following courses are prerequisites:
Awards offering Learning and Teaching in Community Contexts
This unit is offered as a part of the following awards:
This unit equips students to understand their professional role in and beyond the primary classroom, 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 is situated in and ways to engage families, community representatives and external professionals. It will also examine the social, political and cultural factors that enable and constrain what education is, what schooling can be, and the impact on 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 the light of system and school-based responses, will focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in primary schools.
- Appraise teachers’ professional and moral role in and outside the classroom and their own ongoing professional learning needs for their teaching career;
- Discuss strategies for effective collaboration with parent/carers, businesses and churches in the work of school communities, as well as specialist teachers and school community liaison personnel to support students from culturally and linguistically diverse backgrounds in order to establish an inclusive and collaborative classroom culture;
- Critically evaluate institutional, system, governmental and global responses to political and societal issues that face the educational needs and aspiration of young people;
- Evaluate the impact of social media and networked technologies on educational systems and how teacher education providers can positively respond;
- Demonstrate an understanding of key debates and theories concerning educational practice and community engagement;
- Assess the relative value of the new learning and teaching strategies and pedagogies becoming available on the Web.
- How institutions, systems, government and global trends respond to political and social issues that impact educational theories practice; community engagement and teaching and learning delivery modes; the impact of increased data driven initiatives.
- The impact of social media, networked technologies, consumerism and post modernism on learning activities institutions, systems and cultures and the potential for increased collaboration, equity and equality and changes in teacher training models.
- Evaluation of blended learning, flipped classroom, backwards classroom, inverted classroom, reverse teaching, Thayer Method, online learning, synchronous and asynchronous learning and face to face instruction approaches and pedagogies; authenticating the learning experience through exposure to a wide range of Web 2.0 technologies and ICT resources; differentiating/personalising instruction together with immediacy; life-long learning; communities of practice; links with professional development in employment; links with secondary and tertiary education.
- The teachers’ professional and moral role in and outside the classroom, as well as the changing social and professional, religious and cultural contexts in which teachers’ work. The social, economic and cultural factors that impact student learning and educational outcomes; cross-cultural communication, equity, inclusion, reconciliation and social justice. These concepts are scrutinized in the light of global, governmental, system and school-level responses, with a focus on the role of policy in guiding teacher’s practice, curriculum design and professional relationships.
- Teacher’s own professional learning needs and identifying appropriate providers; strategies for working effectively and sensitively and confidently with parents/carers; connecting with external professional and community representatives in broadening teachers’ professional knowledge and practice; building learning communities through parent/carers involvement in schools; business partnerships with education and churches’ collaboration with teachers and school communities; Enterprise Bargaining Agreements.
This course may be offered in the following formats
- Distance/ Global Online
- Critical Reflection (30%)
- Professional e-Portfolio (30%)
- Major Project (40%)
- References will include the most current curriculum requirements for schools.
Check with the instructor each semester before purchasing any prescribed texts or representative references