FACULTY OF EDUCATION and ARTS

School of Education

Melbourne

SEMESTER ONE

EDFX 311: Professional Experience Secondary 3

PROFESSIONAL EXPERIENCE PROGRAM

UNIT OUTLINE

This unit outline should be read in conjunction with the

PROFESSIONAL EXPERIENCE GUIDE BOOK

Contents

INTRODUCTION ...................................................................................................... 3

PREREQUISITES / CO-REQUISITES / INCOMPATIBLES ................................... 3

UNIT DESCRIPTION ............................................................................................... 3

LECTURER IN CHARGE......................................................................................... 3

ADMINISTRATION TEAM ....................................................................................... 4

DATES AND STRUCTURE OF THE PLACEMENT ............................................... 4

ATTENDANCE REQUIREMENTS .......................................................................... 5

PLACEMENT ........................................................................................................... 5

LEARNING OUTCOMES ......................................................................................... 5

GRADUATE ATTRIBUTES ..................................................................................... 6

CONTENT ................................................................................................................ 6

SCHEDULE .............................................................................................................. 7

ASSESSMENT ......................................................................................................... 7

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS ....................... 8

ASSESSMENT TASKS ............................................................................................ 8

PRE-SERVICE TEACHER PROFESSIONAL CONDUCT ..................................... 9

PROCEDURES FOR ‘AT-RISK’ PRE-SERVICE TEACHERS ............................... 9

EMERGENCY CONTACT FORM ......................................................................... 10

WORKING WITH CHILDREN CHECK CARDS .................................................... 10

SECURING PLACEMENTS AND NOTIFICATIONS ............................................ 10

MAKING UP NON-TEACHING DAYS ................................................................... 11

RETURNING COMPLETED REPORT FORMS ................................................... 11

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS........................ 11

STUDENT SUPPORT DURING THE PLACEMENT ............................................ 11

ACU POLICIES AND REGULATIONS .................................................................. 12

TEXTS AND REFERENCES ................................................................................. 12

INTRODUCTION

This Unit Outline is designed to meet the needs of the pre-service teacher, Supervising Teacher,

Student-Teacher Coordinator, and University staff, who work within the Professional Experience

program at ACU. All of the stakeholders involved within the Professional Experience program are

encouraged to read the information contained within this Unit Outline and Guidelines. It is an

expectation that all pre-service teachers will read the information contained within this document

before the pre-round visit or phone call is made to the placement school. Student-Teacher

Coordinators and Supervising Teachers are encouraged to ask the pre-service teacher if he/she has

read the Unit Outline and Guidelines when the pre-service teacher makes contact with the

placement school.

The Professional Experience program at ACU aims to provide opportunities for pre-service teachers

to apply the professional knowledge and practices that are learned through the academic units that

are studied at the University. Through participation in a developmental sequence of professional

experiences appropriately positioned throughout the course of their degree, it is expected that pre-

service teachers come to appreciate and understand the complexities of the school setting, and

develop a commitment to the teaching profession and a responsibility for continued learning and

professional development.

Expectations for each placement differ and increase as pre-service teachers gain confidence and

experience with enacting professional knowledge and practices whilst engaged in the field. Through

the on-going support of schools and collaboration with Student-Teacher Coordinators, Supervising

Teachers, and University staff, pre-service teachers are offered opportunities to meet the

expectations of their chosen Education course and the standards of teaching as prescribed in the

Australian Professional Standards for Teachers (AITSL, 2012).

The Australian Catholic University extends its appreciation to all stakeholders involved in the

Professional Experience program.

PREREQUISITES / CO-REQUISITES / INCOMPATIBLES

It is your responsibility as a student to ensure that you have the prerequisites or co-requisites for a

particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled

in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you

must see your Course Coordinator.

Prerequisite: EDFX214 Professional Experience Secondary 2

UNIT DESCRIPTION

The Unit builds upon the Education Studies undertaken in Year 2 and the practical experience gained during the pre-service teacher’s observation time in the primary school/primary alternative setting. It develops pre-service teachers’ understanding of the complexity of the teaching and learning process in regard to individual differences, cultural diversity, and context. Through placements, pre-service teachers are able to engage in professional learning experiences that provide opportunities for the development of new knowledge and skills, deeper cultural awareness, and professional identity. In particular the pre-service teachers are focussing on building their pedagogical knowledge and practice within their Learning Area/s.

LECTURER IN CHARGE

PCE Coordinator: Dr Amanda Gutierrez

Office location: 1.46, 250 Victoria Parade

Email: amanda.gutierrez@acu.edu.au

Telephone: (03) 9953 3616

Contact: All communication concerning this placement needs to be first

communicated to the PEP Placement Officer whose name is

provided in the following pages.

ADMINISTRATION TEAM

PCE Team Leader: Liz Rimes

Office location: Rm: 1.31 (250 Victoria Parade)

Email: liz.rimes@acu.edu.au

Telephone: 03 9953 3614

Contact: Contact is best made via email.

PCE Placement Officer: Rosemary Fernando

Office location: PEP Office, 250 Victoria Parade

Email:

Telephone: (03) 9953 3252

Contact: Contact is best made via email

DATES AND STRUCTURE OF THE PLACEMENT

This is a block placement in two parts: Monday June 15

th-Friday June 26

th (10 days)

Monday July 13th-Friday July 24

th (10 days)

It is the students’ responsibility to ensure they have a “Working With Children Check” and

that it is valid. Students without this are prohibited from entering classrooms.

The EDFX units (placement) are conducted in the same way as any other academic unit that forms

part of the pre-service teacher’s Education course. The EDFX units are concerned with intensive

sustained teaching, and they are an opportunity for the pre-service teacher to explore and transform

theoretical understandings in a practical setting. These placements are block placements and

cannot be split unless approved by the appropriate PEP Coordinator and the Head of School. In the

case where a pre-service teacher is repeating a failed EDFX unit, he/she will be required to repeat

this unit within the next scheduled time in the School of Education (Victoria) PEP calendar.

ATTENDANCE REQUIREMENTS

Attendance requirements are set for this placement unit. To ensure that requirements for the unit

are met, pre-service teachers must attend the preparation lecture(s) and complete the required

number of days for all EDFX units. Failure to meet the attendance requirements may result in failure

of the placement unit.

Preparation lecture(s)

An attendance roll will be taken for the preparation lecture(s). If a pre-service teacher is absent for

this compulsory lecture(s), he/she will be asked to present certification that explains the reason for

the absence. The pre-service teacher is required to complete a number of tasks to prepare him/her

for the upcoming placement. These tasks need to be completed and submitted by the due date

nominated by the Lecturer-in- Charge. The tasks must also be completed to the satisfaction of the

Professional Experience Coordinator. Failure to submit the tasks to the satisfaction of the

Professional Experience Coordinator will mean that the placement will be withheld until the pre-

service teacher meets the requirements for such tasks.

PLACEMENT

All pre-service teachers are required to complete the nominated number of days for all EDFX

placement units. Teaching days missed due to illness must be ‘made-up’ as soon as possible but

not during days that conflict with the pre-service teacher’s required days for University classes.

Please refer to the Guidelines for Associate Teachers and Student Teacher Coordinators for

procedures that are to be followed when teaching days are missed by the pre-service teacher.

It is the responsibility of the pre-service teacher to inform the placement school should they foresee

absences during the placement. If a pre-service teacher fails to attend at any time during the

placement without notification, the Associate Teacher or Student Teacher Coordinator is required to

contact the relevant Professional Experience Placement Officer and inform this person of the pre-

service teacher’s absence. If the pre-service teacher’s non-attendance does not meet one of the

reasons for absence listed in the guidebook, they do not contact the school to inform them of

absence and/or they do not seek approval from the relevant Professional Experience coordinator for

an absence not listed in the guidebook this will be deemed unprofessional behaviour and the school

and/or university has the right to terminate the round resulting in an Unsatisfactory grade. Non-

attendance due to the completion of a University assessment task is not a legitimate reason. ‘At

Risk Procedures’ do not need to be followed in this case. The school and/or the University retain

the right to terminate the placement immediately in the case of this form of unprofessional conduct.

The pre-service teacher is not permitted to complete extra-curricular activities (e.g., attendance at a

parent information night, before-school sports coaching, etc.) in lieu of teaching days that have been

missed during the placement. A pre-service teacher will not be deemed to have completed the

placement until all attendance requirements have been met.

LEARNING OUTCOMES

The Bachelor of Teaching/Bachelor of Arts is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes.

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

1. synthesise theoretical considerations related to teaching and learning with professional practice

2. begin to develop classroom teaching and management skills 3. critically reflect and evaluate their classroom experiences as a means to develop and refine

professional skills

4. implement a variety of classroom organisational procedures 5. demonstrate open and flexible thinking and responsiveness to change 6. consolidate the development of cognitive strengths, including specific intelligences, preferred

learning styles, and higher-order thinking skills 7. demonstrate, through the completion of set tasks, an understanding of the ethos of different

schools, School Charters/Mission Statements, school policies, school routines, responsibilities of key personnel and community links

8. identify the various roles of staff, routines and management techniques 9. demonstrate through the completion of set tasks, an understanding of different programs

used in schools and how time and space are organised 10. note the accepted duties of teachers such as staff meetings, faculty meetings, transport duty,

playground duty and, when appropriate, participate in these duties 11. assist at sport when appropriate 12. using the University Lesson Plan Format, demonstrate basic skills in planning and

implementing lessons appropriate to the Curriculum and Teaching Areas being studied and appropriate to this unit of the in-school experience

13. demonstrate, in the teaching situation, an ability to use the human voice effectively, give clear, unambiguous directions and instructions and provide positive reinforcement

14. demonstrate, in written and oral form, an ability to reflect critically on teaching and communication with students, colleagues and parents

GRADUATE ATTRIBUTES

Each unit in the pre-service teacher’s course contributes in some way to the development of the

ACU Graduate Attributes which you should demonstrate by the time you complete your course. You

can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356. All

Australian universities have their expected Graduate Attributes – ACU’s Graduate Attributes have a

greater emphasis on ethical behaviour and community responsibility than those of many other

universities. All of your units will enable you to develop some attributes.

On successful completion of this unit, you should have developed your ability to:

GA1 demonstrate respect for the dignity of each individual and for human diversity

GA3 apply ethical perspectives in informed decision making

GA4 think critically and reflectively

GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline and/or

profession

GA10 utilise information and communication and other relevant technologies effectively

CONTENT

Topics will include:

Effective teaching and learning strategies

Assessment and Reporting

Classroom management strategies

Creating positive classroom environments

School, parents and community

Teacher ethics and professional responsibilities

Catering for individual differences

Curriculum development and teaching

Social and cultural influences on teaching

Social justice and the provision of education

SCHEDULE

LECTURE

WEEK

DATE SESSION DETAILS REQUIRED

ACTIVITY/IES

L2 6th March

Introduction to the PEP 3rd Year

Attend Lecture

Familiarise

yourself with

LEO site

L10 8th May

Voice workshop

Judith Fields, Direct Speech

Attend Lecture,

roll will be taken

Read Unit

Outline before

next lecture

L11 15th May

Preparation for Placement Part 1 – Professional

Conduct and other requirements

Read Guide

Book

Complete Quiz

L12 22nd May

Preparation for Placement Part 2 – Professional

Conversations and Reflecting on the AGST

27th May

PROFESSIONAL EXPERIENCE

Complete set LEO placement reflection activities

while on placement – see unit outline

LEO REFLECTION TASKS WHILE ON PLACEMENT

While on placement it is expected that you will complete set reflection tasks on LEO. These will be

discussed in more detail during the ‘Reflecting on the AGSTs’ lecture. These reflections will assist

you in your mid-point and end-point assessments, and with your coursework for EDFD 548. The

specific tasks are:

1. Complete the ‘Reflecting on the AGSTs: preparing for the mid-point review’ activity described on LEO.

2. Complete the ‘Reflecting on the AGSTs: preparing for the summative assessment’ activity described on LEO.

ASSESSMENT

In order to pass this EDFX unit, the pre-service teacher is required to:

Enact all professional responsibilities and conduct his/herself in a professional manner at all times to the satisfaction of placement school and University staff;

To be assessed as competent in developing lesson plans to the ACU lesson plan format.

Attend all days of the placement, making up any absences as required (see the relevant document in ‘Guidelines for Student-Teacher Coordinator and Associate Teacher);

Demonstrate achievement of the learning outcomes;

Demonstrate increasing understanding of the Australian Professional Standards for Teachers;

Complete all tasks associated with the EDFX program and assessment tasks associated with placement to the satisfaction of the Professional Experience Coordinator, Supervising Teacher and Student-Teacher Coordinator, and maintain placement associated tasks in a teaching folder that is at the standard expected for the teaching profession;

Receive a numerical score greater than 3.6 and a SATISFACTORY grade as awarded by the Supervising Teacher; and,

Return the completed and signed EDFX Report Form to the Professional Experience Office by the due date (one week after the completion of the placement)

It is the responsibility of the Pre-Service Teacher to submit all paperwork. If this is not

completed within a week of the completion of the practicum a pass grade cannot be

awarded.

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS

The Graduate Diploma in Education (Secondary) and the Master of Teaching (Secondary) courses

are professional programs through which the pre-service teacher has opportunities of developing

understanding and achievement of the Australian Professional Standards for Teachers (AITSL,

2012). These standards play an important role within EDFX units because assessment of the pre-

service teacher’s performance during the unit will be judged against the Graduate Level Standards to

reflect the pre-service teacher’s developing professional knowledge, practices and engagement with the

teaching profession. When completing the EDFX Report Form, Supervising Teachers are asked to

identify which focus areas in each of the Australian Professional Standards for Teachers were

demonstrated during the placement, comment on achievement of these standards, and identify areas of

future development and assign a rating for the overall Standard.

(Please see Guide Book for a full set of the relevant Standards and examples of evidence.)

ASSESSMENT TASKS

To achieve the learning outcomes and demonstrate proficiency with the Australian Professional

Standards for Teachers, the pre-service teacher is expected to complete a number of assessment

tasks. These assessment tasks align closely with the classroom duties and responsibilities that the

pre-service teacher is required to enact whilst completing this EDFX unit. It is expected that the pre-

service teacher will take responsibility for the completion of these tasks. The Professional

Experience Coordinator will check the completion of hurdle tasks during the academic semester and

the Supervising Teachers are asked to read and provide feedback on the quality of the pre-service

teacher’s responses to the assessment tasks.

The pre-service teacher is expected to complete these assessment tasks at a standard that is

expected for the teaching profession. The responses to the placement tasks should be maintained

in the pre-service teacher’s teaching folder. The teaching folder must be made available when

requested by the Supervising Teacher, Student-Teacher Coordinator and/or University staff. Failure

to produce responses to the assessment tasks at any given time may place the pre-service teacher

‘at-risk’ of failing the placement.

The assessment tasks that have been set for this EDFX unit are as follows:

to achieve a pass grade in the online quizzes on LEO

to be assessed as competent in developing lesson plans according to the ACU lesson plan

formats

to be assessed as competent to teach in each of the Methods in which they are enrolled and placed

to have demonstrated commitment to and participation in the various non-teaching activities of school life

to have demonstrated an ability to communicate with teacher colleagues both professionally and socially

to have acted in the professional manner expected of a teacher

PRE-SERVICE TEACHER PROFESSIONAL CONDUCT

The School of Education values and expects professional conduct to be enacted by all pre-service

teachers at all times. It is expected that that pre-service teachers are courteous and cooperative

when dealing with placement school staff members and University staff members. Professional

conduct also extends to dress codes. Pre-service teachers are expected to adopt the standards of

dress that are set by the placement school.

(Please see Guide Book for full details)

Termination of Placement

In the case of a pre-service teacher displaying any type of performance or behaviour that is of a

serious breach of professional conduct and/or professional responsibilities, the placement school

reserves the right to terminate the round at any point. In this case the school, via the Student

Teacher Coordinator, would inform the pre-service teacher of such an outcome and also

immediately inform the relevant Professional Experience Placement Officer. If the placement school

contacts the University to seek advice concerning this breach of professional conduct and/or

professional responsibilities, the University reserves the right to terminate the placement

immediately or support the placement school’s decision to terminate the placement.

The pre-service teacher is required to contact the appropriate Professional Experience Placement

Officer to arrange a Round Review meeting with the Professional Experience Coordinator.

PROCEDURES FOR ‘AT-RISK’ PRE-SERVICE TEACHERS

It is important that the pre-service teacher demonstrates and maintains a high standard of

performance and commitment throughout the EDFX unit. However, the pre-service teacher may be

deemed ‘at-risk’ should he/she experience challenges in demonstrating the learning outcomes,

meeting assessment expectations, and/or demonstrating developing understandings of the

Australian Professional Standards for Teachers (AITSL, 2012). ‘At-risk’ by definition is when the pre-

service teacher’s performance on any given EDFX placement is not meeting these important

aspects of the EDFX unit.

Please see the Guideline Book for the procedures to be followed by the Supervising Teacher,

Student-Teacher Coordinator, and University Supervisor should there be concerns about the

performance, commitment and/or professional conduct demonstrated by the pre-service teacher

during the placement.

EMERGENCY CONTACT FORM

The pre-service teacher is obligated to provide the placement school and the Professional and

Community Experience Office with emergency contact details. It is a requirement of the placement

for the pre-service teacher to download and complete the Emergency Contact Form on LEO.

This document should be given to the placement school office and the Professional and Community

Experience (PCE) Office for the duration of the placement. This form will be stored in a sealed

envelope and will only be opened in the case of an emergency. It is the responsibility of the pre-

service teacher to collect this envelope at the completion of the placement from the school office.

WORKING WITH CHILDREN CHECK CARDS

It is a legal requirement in Victoria that pre-service teachers carry at all times a valid Working With

Children Check (WWCC) card. The WWCC must be carried whenever the pre-service teacher is on

school grounds or undertaking responsibilities associated with the teaching placement (e.g.,

excursion, school camps, etc.). If the pre-service teacher does not produce a valid WWCC card

when asked to do so by placement school staff or University staff, the pre-service teacher will be

asked to leave the school grounds immediately. Termination of the placement will occur if the pre-

service teacher cannot show appropriate placement school staff or University staff members a valid

WWCC card.

SECURING PLACEMENTS AND NOTIFICATIONS

Securing teaching placements to complete EDFX units is dependent on a number of factors, with

many out of the control of the University. It is appreciated that pre-service teachers understand that

placements are dependent on:

the availability of schools during the scheduled time of the placement;

the interest shown by schools during the scheduled time of the placement to host pre-service teachers; and,

the location and accessibility of available schools in relation to the home address and transportation status of the pre-service teacher.

Every endeavour is made to ensure that the pre-service teacher begins the teaching placement at

the time scheduled on the School of Education Victoria’s Professional Experience Calendar.

However, the University cannot guarantee that the pre-service teacher will commence the

placement at times articulated in the School of Education (Victoria) Professional Experience

Calendar.

If a pre-service teacher finds him/herself in a situation where he/she has not had a placement

secured for him/her, the pre-service teacher will be notified with updates by their designated

Professional Experience Placement Officer. Consultations with the pre-service teacher will also

happen through meetings with the Professional Experience Team Leader and the relevant

Professional Experience Coordinator should a pre-service teacher find his/herself in the situation of

not being placed in time to start the placement at the time indicated in the School of Education

Victoria’s Professional Experience Calendar.

When a placement has been secured, the pre-service teacher will be notified of his/her placement

by email with details provided by logging onto InPlace. The formal beginning of the placement

commences once the pre-service teacher has been notified of the placement. The formal

completion of the placement occurs when the EDFX Report Form has been submitted to the

Professional Experience Office.

Once a pre-service teacher has been notified of their placement, contact must be made with the

placement school and a pre-round visit arranged (please note – in the case of a rural/regional

placement this pre-round visit may not be possible – in this instance, a pre-round telephone contact

will suffice). Failure to make this contact and visit will result in cancellation of placement and a Fail

grade (NN) may be awarded on lack of attention to professional conduct or professional

responsibilities.

MAKING UP NON-TEACHING DAYS

There are a number of different conditions related to making up time during the teaching placement.

It is important that the pre-service teacher has as much time as possible being responsible for the

teaching of students and maintenance of a classroom environment. It is vital that the number of non-

teaching days are minimised during the time of the placement. This is particularly important for

registration purposes because pre-service teachers are required to complete a specified number of

teaching days in the field to be eligible for teacher registration.

Please read the information in the Guide Book carefully as it concerns what types of non-teaching

days require ‘making up’. If you are faced with a non-teaching day, and you have read the

information within the Guide Book, and you still have a question concerning your situation, please

email the Professional Experience Placement Officer.

It is vital that the pre-service teacher contacts the Professional Experience Placement Officer if they

encounter any non-teaching days during the placement. It is a professional responsibility to inform

the Professional Experience Placement Officer of non-teaching days during a placement.

RETURNING COMPLETED REPORT FORMS

The pre-service teacher is responsible for the return of his/her completed and signed EDFX Report

Form. The pre-service teachers is requested to collect his/her EDFX Report Form from their

Supervising Teacher or Student Teacher Coordinator on his/her final afternoon at school. The pre-

service teacher is asked to return the form to their respective University campus immediately when

the round concludes. The EDFX Report Form must be submitted to the relevant Professional

Experience Office within one week of the conclusion of the placement. Placement schools are

requested to ensure that the Report Form has been completed prior to the conclusion of the

placement, and it is ready for collection by the pre-service teacher on the final afternoon of the

placement.

If the pre-service teacher does not return his/her EDFX Report Form within one week of the

conclusion of the placement, the Professional Experience Placement Officer will enter a Fail (NN)

grade for the EDFX unit.

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The main point of contact for this unit is the LEO Course Information and Professional Experience

(Secondary Program) site http://leo.acu.edu.au/course/view.php?id=15126. All documentation can

be accessed through this site. In addition, the Professional Experience website is an important

online resource that can be used to support pre-service teachers when completing EDFX

(placement) units. This website can be accessed using the friendly URL www.acu.edu.au/pcevic.

STUDENT SUPPORT DURING THE PLACEMENT

If a pre-service teacher experiences any perceived difficulties or challenges during the placement,

the pre-service teacher should contact the relevant Professional Experience Placement Officer in

the first instance (not the Professional Experience Coordinator). The pre-service teacher is

encouraged to email the relevant Professional Experience Placement Officer with his/her concerns.

This email may be forwarded to the Professional Experience Coordinator who will then advise the

Placement Officer with a course of action to support the pre-service teacher. It is important that

email communication is used because during many times of the day, the Professional Experience

Placement Officer is engaged with duties related to his/her work, and he/she may not be readily

available. If University staff members are not aware of such difficulties and/or challenges faced by

the pre-service teacher, it may be too late at the end of the placement to reach an amicable solution

for the pre-service teacher and the placement school.

If the pre-service teacher is experiencing difficulties with learning, life issues or pastoral/spiritual

concerns, or have a disability/medical condition which may impact on his/her studies, he/she is

advised to notify the Lecturer in Charge, Course Coordinator and/or one of the services listed below

as soon as possible. For all aspects of support please contact the Office of Student Success.

Academic Skills offers a variety of services, including workshops (on topics such as assignment

writing, time management, reading strategies, referencing), drop-in sessions, group appointments

and individual consultations. It has a 24-hour online booking system for individual or group

consultations.

Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be

involved with community projects.

The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews.

The Counselling Service is a free, voluntary, confidential and non-judgmental service open

to all students and staffed by qualified social workers or registered psychologists.

Equity and Disability can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible.

Indigenous Units on each campus provide information and support for students.

The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each

service.

ACU POLICIES AND REGULATIONS

It is the responsibility of the pre-service teacher to read and familiarise his/herself with ACU policies

and regulations, including regulations on examinations; review and appeals; acceptable use of IT

facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available in

the Library or on the ACU website at http://www.acu.edu.au/142401

The Unit Outline Resources page (http://students.acu.edu.au/241467) is a good starting point.

TEXTS AND REFERENCES

There are no set texts for this EDFX (placement) unit. However, pre-service teachers are

encouraged to access the following recommended readings and online sources.

Highly recommended reference

Edwards-Groves, C., Anstey, M., Bull, G. (2014). Classroom talk: Understanding dialogue,

pedagogy and practice. Marrickville, NSW: PETAA.

Recommended references

Dixon, M. (2004). Invitations & inspirations: Pathways to successful teaching. Carlton South, Vic.:

Curriculum Corporation.

Good, T. L., & Brophy, J. E. (2007). Looking in classrooms (10th ed.). Boston, MA: Allyn and Bacon.

Henniger, M. L. (2004). The teaching experience: An introduction to reflective practice. Upper

Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Henson, K. T. (2004). Constructivist methods for teaching in diverse middle-level classrooms.

Boston, MA: Allyn and Bacon.

Kronowitz, E. L. (2004). Your first year of teaching and beyond (4th ed.). Boston, MA: Pearson /

Allyn and Bacon.

Overall, L., & Sangster, M. (2003). The secondary teacher's handbook. London, UK: Continuum.

Pollard, A. (2008). Reflective teaching: Effective and evidence-informed professional practice (3rd

ed.). London, UK: Continuum.

Sparks-Langer, G. M. (2004). Teaching as decision making: Successful practices for the secondary

teacher (2nd

ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.

Whitton, D. (2004). Learning for teaching, teaching for learning. Southbank, Vic.: Thomson/Social

Science Press.

Further online references

Australian Institute for Teaching and School Leadership (AITSL)

http://www.aitsl.edu.au/

Victorian Institute of Teaching

http://www.vit.vic.edu.au/