Reflective Inquiry: Transforming Education Culture

Unit Outline (Higher Education)

Level of Unit in Course

AQF Level(s) of Course

Level of Unit in Course

Introductory

Intermediate

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:

Placement Component: No

Supplementary Assessment:

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:

Learning Outcomes:

Knowledge:

K1.	Critically examine a range of theories, models and concepts to gain an advanced understanding of reflective inquiry and transformational practice.

K2.	Distinguish levels and processes of critical reflective inquiry and practice.

K3.	Demonstrate an understanding of reflective practice in the context of legislated frameworks, professional codes and teacher standards.

Skills:

S1.	Research and apply a variety of theories and approaches to promote sustained reflective practice.

S2.	Critically reflect in, on and for action to transform teaching and learning.

Application of knowledge and skills:

A1.	Examine and disseminate understandings of critical reflection and transformational learning including application to practice.

A2.	Apply reflective inquiry to generate organisational culture change and continuous improvement.

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%

Adopted Reference Style:

APA

Professional Standards / Competencies:

Standard / Competency

Australian Professional Standards for Teachers (AITSL) - Graduate Teacher: Initial

Attribute			Assessed	Level
Professional Practice
	3. Plan for and implement effective teaching and learning
		3.6 Evaluate and improve teaching programs Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.	Yes	Advanced
	4. Create and maintain supportive and safe learning environments
		4.1 Support student participation Identify strategies to support inclusive student participation and engagement in classroom activities.	No	Intermediate
Professional Engagement
	6. Engage in professional learning
		6.3 Engage with colleagues and improve practice Seek and apply constructive feedback from supervisors and teachers to improve teaching practices.	Yes	Intermediate
		6.4 Apply professional learning and improve student learning Demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning.	Yes	Advanced
	7. Engage professionally with colleagues, parents/carers and the community
		7.1 Meet professional ethics and responsibilities Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.	Yes	Intermediate
		7.2 Comply with legislative, administrative and organisational requirements Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.	Yes	Advanced
		7.3 Engage with the parents/carers Understand strategies for working effectively, sensitively and confidentially with parents/carers.	Yes	Intermediate
		7.4 Engage with professional teaching networks and broader communities Understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice.	Yes	Intermediate