| Effective Term: | 2026/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Engaging Professionally 2 |
| Unit ID: | EDMAS6125 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (EDMAS6026) |
| Co-requisite(s): | Nil |
| Exclusion(s): | Nil |
| ASCED: | 070105 |
| Other Change: | |
| Brief description of the Unit |
This unit is designed to provide pre-service teachers (PSTs) with the practical experience of engaging with children and/or young people in the classroom, and within the school setting. It focuses on enabling pre-service teachers (PSTs) to continue to develop their understandings of the professional work of teachers and includes 20 days professional experience. It also provides insights into the relationship between effective teaching and practitioner inquiry. PSTs organise and participate in a Round Table Feedback Conference where they reflect on and present documentation related to the professional placement which has a focus on planning for learning, teaching for learning, assessing learning and personal professional learning. PSTs will also recognise the importance of inquiring into their own teaching using relevant methods as a way of engaging in professional learning by planning a practitioner inquiry proposal that they will then undertake in EDMAS6226 Inquiry into Practice. Through this unit, PSTs will understand the dispositions activated through their placement, and draw on their experience to develop and reflect on the skills required for effective classroom practice. PSTs will identify how an inquiry into practice can include a focus on their area of specialisation. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Student is undertaking work experience in industry where learning and performance is not directed by the provider, but support is received from the provider. Fees (provider may charge a student contribution amount or tuition fee). |
| Placement Component: | Yes - 20 days |
| 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. | Examine the Graduate Teacher Standards and understand how they can be used to enhance professional practice. |
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| K2. | Reflect on the Code of Ethics / Code of Conduct for teachers and the impact on practice. |
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| K3. | Understand the legal responsibilities of teachers including Duty of Care. |
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| K4. | Examine the role of external professionals, community representatives, professional associations, unions and other networks in education. |
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| K5. | Conceptualise, articulate and implement effective teaching practices. |
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| K6. | Develop understandings about practitioner inquiry, what it is and how it differs from other forms of inquiry and builds ongoing professional learning, and the ethical conduct of inquiry. |
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| K7. | Recognise the role of inquiry in developing good teaching practice. |
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| K8. | Critically examine and theorise the inquiry process and its relationship to the proposed practitioner inquiry. |
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| K9. | Examine a broad range of strategies for evaluating teaching programs to improve students' learning. |
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| K10. | Understand the use of informal and formal assessment strategies to gather data about student learning and teaching practice and the links to decision-making about next steps. |
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| Skills: |
| S1. | Critically reflect on links between theory, professional practice and personal experiences; share personal thoughts, opinions and experiences; and listen actively to others in professional learning communities. |
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| S2. | Demonstrate and develop teaching knowledge and skills through a 20 day professional placement, reflect critically on practice and actively seek and apply feedback from mentors and other teachers to improve teaching. |
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| S3. | Develop teaching and learning goals based on the Graduate Teacher Standards, collect evidence, present what has been achieved and consider next steps for professional learning. |
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| S4. | Communicate effectively with colleagues in the University setting and in education and community contexts. |
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| S5. | Manage, organise and use documentation including professional readings and resources. |
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| S6. | Demonstrate familiarity with the use of the inquiry process, including spirals of inquiry. |
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| S7. | Analyse and synthesise concepts and contemporary issues in educational research. |
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| S8. | Develop the capacity to frame an ethical practitioner inquiry that indicates understanding of how data is used to inform the inquiry. |
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| Application of knowledge and skills: |
| A1. | Present evidence of development towards professional readiness at a Round Table Feedback Conference. PSTs will use multiple forms of evidence (including mentor teachers' classroom observations, curriculum documentation, student feedback, personal journals and classroom artifacts) to demonstrate effective professional learning and classroom practice. |
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| A2. | Present and refine a plan for a practitioner inquiry after critical feedback from peers and lecturers. |
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| Unit Content: |
- Critical analysis of personal knowledge, skills and capacities related to effective teaching including an understanding of the Graduate Teacher Standards.
- Further examination of legal responsibilities, duty of care, the Codes of Ethics and Conduct, and moral purpose.
- Engaging with colleagues to improve practice and understand the nature of effective professional learning.
- Extending inquiries into professional practice and developing critical, creative and reflective thinking capacities as well as interpersonal skills.
- Developing a broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.
- Developing a focus of inquiry that draws on learning from the program and school-based practice that makes explicit connections to the Graduate Teacher Standards.
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| 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 | | Level | FEDTASK 1
Interpersonal | Students at this level will demonstrate an advanced ability in a range of contexts to effectively communicate, interact and work with others both individually and in groups. Students will be required to display high level skills in-person and/or online in: • Using and demonstrating a high level of verbal and non-verbal communication • Demonstrating a mastery of listening for meaning and influencing via active listening • Demonstrating and showing empathy for others • High order skills in negotiating and conflict resolution skills\\ • Demonstrating mastery of working respectfully in cross-cultural and diverse teams. | 1 - Yes | FEDTASK 2
Leadership | Students at this level will demonstrate a mastery in professional skills and behaviours in leading others. • Creating and sustaining a collegial environment • Demonstrating a high level of self -awareness and the ability to self-reflect and justify decisions • Inspiring and initiating opportunities to lead others • Making informed professional decisions • Demonstrating initiative in new professional situations. | 1 - Yes | FEDTASK 3
Critical Thinking and Creativity | Students at this level will demonstrate high level skills in working in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically to generate and consider complex ideas and concepts at an abstract level • Analysing complex and abstract ideas, concepts and information • Communicate alternative perspectives to justify complex ideas • Demonstrate a mastery of challenging conventional thinking to clarify complex concepts • Forming creative solutions in problem solving to new situations for further learning. | 1 - Yes | FEDTASK 4
Digital Literacy | Students at this level will demonstrate the ability to work competently across a wide range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Mastering, exploring, evaluating, managing, curating, organising and sharing digital information professionally • Collating, managing complex data, accessing and using digital data securely • Receiving and responding professionally to messages in a range of professional digital media • Contributing competently and professionally to digital teams and working groups • Participating at a high level in digital learning opportunities. | 1 - Yes | FEDTASK 5
sustainable and Ethical Mindset | Students at this level will demonstrate a mastery of considering and assessing the consequences and impact of ideas and actions in enacting professional ethical and sustainable decisions. Students will be required to display skills in: • Demonstrate informed judgment making that considers the impact of devising complex solutions in ambiguous global economic environmental and societal contexts • Professionally committing to the promulgation of social responsibility • Demonstrate the ability to evaluate ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Communicating lifelong, life-wide and life-deep learning to be open to the diverse professional others • Generating, leading and implementing required actions to foster sustainability in their professional and personal life | 1 - Yes |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, K5, S1, S2, S3, S4, S5, A1 | Complete 20 days professional placement and present evidence of development towards professional readiness at a Round Table Feedback Conference. PSTs will use multiple forms of evidence (including mentor teachers' classroom observations, curriculum documentation, student feedback, personal journals and classroom artefacts) related to planning, teaching and assessment to demonstrate effective professional learning and classroom practice. | Round Table Feedback Conference after 20 days professional placement | 40-60% | | 2. | K1, K2, K3, K4, K5, K6, K7, K8, K9, K10, S1, S2, S3, S4, S5, S6, S7, S8, A2 | Prepare a proposal for a practitioner inquiry within the area of specialisation that is ethical, linked to the Graduate Teacher Standards, draws upon personal interests, and is informed by peer review and feedback from the previous placement. The proposal will form the basis for an inquiry conducted in the final placement. | Practitioner inquiry proposal | 40-60% |
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