Details for EDU332 Learning and Teaching in Community Contexts

This subject builds on knowledge and understandings gained previously to equip students to understand their professional role in and beyond the early childhood and primary classrooms, as well as the changing social and professional contexts in which teachers work. It positions the teacher as part of a community of practice as well as the community that the school/early childhood service is situated in and examines ways to engage families, community representatives and external professionals. It will also investigate the social, political and cultural factors that enable and constrain what education is, what schooling can be, and the impact on early childhood and primary school students’ learning and educational outcomes. This unit also provides a basis for understanding the interconnections between current research and educational practice. This, in light of system and school-based and early childhood services responses, will focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in primary schools and early childhood services. 

Quick Stats

• Currently offered by Alphacrucis: Yes
• Course code: EDU332
• Credit points: 10

Subject Coordinator

Prerequisite

The following is a prerequisite:

• EDU103 Foundations of Christian Education

Unit Content

Outcomes

1. Appraise teachers’ professional and moral role in and outside the classroom and their own ongoing professional learning needs for their teaching career;
2. Critically reflect on a range of strategies for effective collaboration with parent/carers, businesses and churches in the work of school or early childhood communities, as well as with specialist teachers and school community liaison personnel to support students from culturally and linguistically diverse backgrounds or special educational needs in order to establish an inclusive and collaborative classroom culture;
3. Critically evaluate institutional, system, governmental and global responses to political and societal issues that face the educational needs and aspiration of young people;
4. Evaluate the role, impact and importance of social media and networked technologies on children and families, educational systems and how teacher education providers can positively respond;
5. Compare and contrast key debates and theories concerning educational practice and community engagement;
6. Assess the relative value and optimal use of digital learning and teaching strategies and pedagogies for, with and by young children, and the effect on relationships, health, wellbeing, citizenship and play.

Subject Content

1. How institutions, systems, government and global trends respond to political and social issues that impact educational theories practice; community engagement and learning and teaching delivery modes; the impact of increased data-driven initiatives; critically evaluating resources to enhance professional knowledge and understanding and support personal skills in teaching. 
2. The developing child and the effects (positive and negative) that digital technology can have on relationships, health and wellbeing, citizenship, play and pedagogy and the associated implications  for  teaching  and  learning.  Digital  policy  statements  and  screen  time recommendations for varying age groups. 
3. The impact of social media, networked technologies, consumerism and post modernism on learning activities institutions, systems and cultures and the potential for increased collaboration, equity and equality and changes in teacher training models. 
4. Evaluation of blended learning, flipped classroom, backwards classroom, inverted classroom, reverse teaching, Thayer Method, online learning, synchronous and asynchronous learning and face to face instruction approaches and pedagogies; authenticating the learning experience through exposure to a wide range of Web 2.0 technologies and ICT resources; differentiating/personalising instruction together with immediacy; life-long learning; communities of practice; links with professional development in employment; links with secondary and tertiary education. 
5. The teacher’s professional and moral role in and outside the classroom, as well as the changing social and professional, religious and cultural contexts in which teachers’ work. The teacher’s role in working collaboratively with specialist teachers and school community liaison personnel supporting students from culturally and linguistically diverse backgrounds to establish an inclusive and collaborative classroom culture. The social, economic and cultural factors that impact student learning and educational outcomes, cross-cultural communication, equity, inclusion, reconciliation and social justice. These concepts are scrutinized in the light of global, governmental, system and school-level responses, with a focus on the role of policy in guiding teacher’s practice, curriculum design and professional relationships; the role of the Graduate Teacher Standard Descriptors in identifying professional learning needs. 
6. Teacher’s community of practice and how this assists their own professional learning needs and identifying appropriate providers; strategies for working effectively and sensitively and confidently with parents/carers; connecting with external professional and community representatives in broadening teachers’ professional knowledge and practice; building learning communities through parent/carers involvement in schools.
   •  Practices schools may employ, including two-way positive communication, light-touch learning updates and collaborative planning and problem solving, and understanding the role and responsibility of an individual teacher in these practices. 
   • The research evidence that outlines the most effective approaches for engaging with families to promote learning appropriate to student stage of learning. 

This course may be offered in the following formats

• Face to face (intensive
• eLearning (online/synchronous)

Please check the timetable to see when this subject will next be offered at Alphacrucis University College.

Assessment Methods

1. Critical Reflection (30%)
2. Professional e-Portfolio (40%)
3. Proefessional Digital Presentation (30%)

Prescribed Text

No prescribed texts applicable.