| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Reflective Inquiry: Transforming Education Culture |
| Unit ID: | EDECE6006 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070303 |
| Other Change: | |
| Brief description of the Unit |
This unit examines influential theories, models and concepts in the field of reflection and reflective inquiry. The unit will foster an appreciation of the value of embedding critical reflection into day-to-day practice within the education setting and the ways in which taken for granted assumptions and practices can be challenged. Students will investigate and apply models of reflective inquiry, to challenge their current understandings and transform practices. Critial reflection in, on and for action, will be fundamental to this unit and the inclusion of transformative learning theory will enable students to interpret and apply culture change within collaborative and diverse educational contexts. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | |  | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Critically examine a range of theories, models and concepts to gain an advanced understanding of reflective inquiry and transformational practice. |
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| K2. | Distinguish levels and processes of critical reflective inquiry and practice. |
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| K3. | Demonstrate an understanding of reflective practice in the context of legislated frameworks, professional codes and teacher standards. |
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| Skills: |
| S1. | Research and apply a variety of theories and approaches to promote sustained reflective practice. |
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| S2. | Critically reflect in, on and for action to transform teaching and learning. |
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| Application of knowledge and skills: |
| A1. | Examine and disseminate understandings of critical reflection and transformational learning including application to practice. |
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| A2. | Apply reflective inquiry to generate organisational culture change and continuous improvement. |
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| Unit Content: |
Critically reflective inquiry and practice Importance of reflection and reflective inquiry Influential theories and models Methods of scrutinising assumptions that underpin actions Link to ethical professional behavior and educational philosophy Transformative learning theory and practice Mindfulness & self-awareness Organisational culture change and continuous improvement Developing and sustaining a critically reflective culture in early childhood educational contexts Early Years Learning Frameworks, Code of Ethics, Teacher Standards and National Quality Standards Critically reflective thinking, writing and journaling Reflection-in ,on and for-action Critical analysis Engaging in professional collaborative reflection with colleagues, families and children Establishing routines for reflective inquiry |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | FEDTASK 1
Interpersonal | Students will demonstrate high-level skills to effectively communicate, interact and work with others both individually and in groups Students will be required to display (in person and/or online) high-level skills in-person and/or online in: • Effective verbal and non-verbal communication via a range of synchronous and asynchronous methods • Active listening for meaning and influencing • High-level empathy for others • Negotiating and demonstrating extended conflict resolution skills • Working respectfully in cross-cultural and diverse teams | Not applicable | Not applicable | FEDTASK 2
Leadership | Students will demonstrate the ability to apply leadership skills and behaviours Students will be required to display skills in: • Creating, contributing to, and enabling collegial environments • Showing self-awareness and the ability to self-reflect for personal growth • Inspiring and enabling others • Making informed and evidence-based decisions through consultation with others • Displaying initiative and ability to solve problems | Not applicable | Not applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complex and ambiguous environments, using their imagination to create new ideas Students will be required to display skills in: • Reflecting critically on complex problems • Synthesising, evaluating ideas, concepts and information • Proposing alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts through deep inquiry • Proposing creative solutions in problem solving | Not applicable | Not applicable | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work proficiently across a range of tools, platforms and applications to achieve a range of tasks Students will be required to display high-level skills in: • Finding, accessing, collating, evaluating, managing, curating, organising and appropriately and securely sharing complex digital information at a high-level • Receiving and responding to messages in a range of digital media • Using digital tools appropriately to conduct research • Contributing proficiently to digital teams and working groups • Participating in and utilising digital learning opportunities | Not applicable | Not applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to think ethically and sustainably. Students will be required to display skills in: • The responsible conduct of research • Making informed judgments that consider the impact of devising solutions in multiple global economic environmental and societal contexts • Demonstrating commitment to social responsibility as a professional and a citizen • Generating research solutions which are sustainable,ethical, socially responsible and/or sustainable • Extending lifelong, life-wide and life-deep learning to be open to diverse others • Demonstrate extended actions to foster sustainability in their professional and personal life. | Not applicable | Not applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1 ,K2, K3, A1 | Analyse theories, models and concepts on critical reflection and reflective inquiry and their application in educational contexts. | Critical Essay | 40-60% | | 2. | K1, K3, S1, S2, A2 | Engage in a series of reflective activities including a collaborative approach and select examples to analyse. The analysis should identify key issues, new insights and highlight opportunities for transformation of practices and organisational culture change. | Critically Reflective Journal | 40-60% |
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