| 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:No |
| Supplementary assessment is not available to students who gain a fail in this Unit. |
| 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: |
| | 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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