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M.Teach (ECE) Professional Experience

The Professional Experience units within the ECE program are purposefully structured to ensure you develop the skills and content knowledge required to support your development as a teacher. The initial focus is upon pedagogy and planning; then you will move on to managing learning environments and finally assessment practices.

The underlying focus area common to all of the units is the development of reflective practice. An effective teacher is one who engages in reflective practice, it informs everything that they do in the classroom. The capstone experience in the suite of Professional Experience units is Transition into the Profession unit. This will mark your transition from pre-service student teacher to graduate teacher.

MTEC501 This unit is the first of a series of Professional Experience Placements

This unit will critically examine the principles and practices appropriate to plan and implement appropriate learning experiences for children in Early Learning and Care settings. The unit will focus on exploring intentional teaching and child centred approaches to teaching and learning during a professional experience placement. Pre-service teachers will be introduced to the importance of developing teacher resilience. Relevant national and local policies and frameworks will be scrutinised.

The first professional experience unit requires placement in an Early Learning Centre comprising of a 1 day visit for 5 weeks immediately followed by a block of 10 consecutive days.   Students require access to one accredited Early Learning Centre with infants and young children (Birth-2 years of age) and three schools in which to undertake their professional experience placements (and be able to travel to these educational settings).

MTEC502 This unit is the second of a series of Professional Experience Placements

Please note that the support materials for this unit are still under development.

This unit is the second of a series of Professional Experience placements. The focus for this professional experience is to critically examine the principles and practices appropriate for planning, assessing and reporting in educational setting for Prep, Pre-primary, Reception, Transition, Foundation or Kindergarten – (Terminology differs in each State) in a government or non-government school setting.

Assessment strategies for this age group will be compared and contrasted. The placement aims to provide opportunities for Early Childhood Educators to design, implement and evaluate teaching programs and assess student learning.

The second professional experience unit contain a block placements of 15 consecutive days in a school setting.

MTC503 This unit is the third of a series of Professional Experience Placements

Please note that the support materials for this unit are still under development.

This unit is the third of a series of Professional Experience placements. This unit focuses on principles, processes and impacts of classroom, school level and system data collection, analysis and interpretation. Data relevant to Indigenous educational outcomes will be interrogated, emphasising an evidentiary approach to program and policy development in classrooms, schools and beyond. This unit interrelates theory and practical components throughout the content and assessment tasks.

The third professional experience unit contain a block placement of 15 consecutive days in a school setting, with 6 – 8 year olds (Junior Primary) in a government or non-government school