EDUC 7218 - Foundations of Education

Course Details

Course Code	EDUC 7218
Course	Foundations of Education
Coordinating Unit	School of Education
Term	Semester 2
Level	Postgraduate Coursework
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Assessment	Group presentation, A personal reflective statement about your teaching, Short answer responses to weekly questions and reflections

Course Staff

Course Coordinator: Dr Steven Stolz

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Course Learning Outcomes

No	Course Learning Outcomes	APST
1	Demonstrate deep knowledge and understanding of the influence of multidisciplinary and interdisciplinary research in contemporary educational practice.	6.1, 6.4
2	Integrate relevant research and educational theory to develop a broad repertoire of subject appropriate teaching and learning strategies.	6.1, 6.4

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1 & 2
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1 & 2
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1 & 2
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1 & 2
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1 & 2
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1 & 2
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	1 & 2
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1 & 2

Required Resources

Arthur, J., & Davies, I. (Eds.). (2010). The Routledge Education Studies Textbook. London & New York: Routledge.
Bailey, R., Barrow, R., Carr, D., & McCarthy, C. (Eds.). (2010). The SAGE Handbook of Philosophy of Education. London: SAGE.
Barrow, R., & Woods, R. (2006). An Introduction to Philosophy of Education (4th edn.). London & New York: Routledge.
Bartlett, D., & Burton, D. (2020). Introduction to Education Studies (5th edn). London: SAGE.
Carr, D. (2000). Professionalism and Ethics in Teaching. London & New York: Routledge.
Carr, D. (2003). Making Sense of Education. London & New York: Routledge.
Curtis, W., Ward, S., Sharp, J., & Hankin, L. (Eds.). (2014). Education Studies: An Issue-based Approach (3rd edn.). London: SAGE.
Groundwater-Smith, S., Ewing, R., Le Cornu, R. (2015). Teaching Challenges and Dilemmas (5th edn.). Melbourne, VIC: Cengage.
Matheson, D. (Ed.). (2015). An Introduction to the Study of Education (4th edn.). London & New York: Routledge.
Whitton, D., Barker, K., Noswrothy, M., Sinclair, C., & Nonlohy, P. (2010). Learning for Teaching: Teaching for Learning (2nd edn.). Melbourne, VIC: Cengage.

Recommended Resources

Please refer to MyUni

Learning & Teaching Modes

On campus

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Mode	Hours x Week	Total
Lecture	1 x 8	8
Tutorial	2 x 8	16
Reading and Preparation	8 x 8	64
Assessment	8 x 8	64
	Overall total:	152

Please note that a minimum of 90% attendance is required and that an attendance roll will be taken. There are only 9 weeks of teaching due to the Professional Experience placement. This means that a pre-service teacher can only miss one class.

Note that pre-service teachers will not be sent on placement if they are considered to be underprepared. This means not meeting attendance requirements, not handing up assignments or a proved breach of the Code of Conduct or of Academic Integrity.

If a pre-service teacher is not sent on Professional Experience, this may impact on the duration of their degree program.

Learning Activities Summary

Week	Lecture Topic/Theme (Taught)	Tutorial/Workshop Activities (Practiced)	Readings/Resources	APST	Assessment
1	• The foundations of education: a contested enterprise • The influence of multidisciplinary and interdisciplinary research in contemporary educational practice • The challenge of connections between educational theory and practice	• Week #1 tutorial/workshop activities • Case studies Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete assessment task #1 and #3.	• Ch 1 from Sewell & Newman (2014, pp. 3-11) titled, “What is Education?” • Ch 1 from Carr (2010, pp. 9-18) titled, “The goals of education” • Ch 3 from Marples (2010, pp. 35-47) titled, “What is Education For?” • Ch 2 from Bartlett & Burton (2020, pp. 14-36) titled, “The nature of education”. • Ch1 from Carr (2000, pp. 3-20) titled, “Teaching and Education” • Ch 2 from Pring (2010, pp. 21-34) titled, “Does Education Need Philosophy?” • Dewey (1934/1974, pp. 3-14) titled, “Need for a philosophy of education” • Ch 4 from Waks (2020, pp. 65-85) titled, “Philosophy in Teacher Education” • Ch 4 from Carr (2003, pp. 51-56) titled, “Educational theory and practice” • Dewey (1904/1974, pp. 313-338) titled, “The relation of theory to practice in education” • Ch 12 from Bartlett & Burton (2020, pp. 374-386) titled, “Education: a contested enterprise”.	6.1, 6.4	1. 2, & 3
2	• Politics and policy in education: education, teaching and professionalism	• Week #2 tutorial/workshop activities • Case studies Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete asessment task #1 and #3.	• Ch 6 from Bartlett & Burton (2020, pp. 149-202) titled, “Politics & policy in education”. • Ch 2 from Carr (2000, pp. 21-38) titled, “Professions, professionalism & professional ethics” • Ch 3 from Carr (2000, pp. 21-38) titled, “Teaching and professionalism” • Ch 15 from Carr (2003, pp. 230-245) titled, “Political dimensions of education”	6.1, 6.4	1. 2, & 3
3	• Pedagogy: the complex character and role of the teacher in contemporary society • What is “good” teaching? • What does the research literature have to say about “good” teaching?	• Week #3 tutorial/workshop activities • Case studies Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete assessment task #1 and #3.	• Ch 2 from Carr (2003, pp. 19-34) titled, “The complex character of teaching” • Ch 3 from Carr (2003, pp. 35-50) titled, “The complex role of the teacher” • Ch 2 from Moore (2004, pp. 27-48) titled, “Identifying the good teacher: shifting concepts” • Ch 5 from Moore (2012, pp. 110-137) titled, “What makes a ‘good teacher’?”	6.1, 6.4	1. 2, & 3
4	• What is quality teaching and learning? • Contemporary views of quality teaching and learning	• Week #4 tutorial/workshop activities • Case studies Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete assessment task #2 and #3.	• Ch 2 from Moore (204, pp. 27-48) titled, “Identifying the good teacher: shifting concepts” • Ch 5 from Moore (2012, pp. 110-137) titled, “What makes a ‘good teacher’?” • Ch 2 from Killen (2016, pp. 21-54) titled, “Foundations of effective teaching and learning” • Ch 3 from Killen (2016, pp. 55-78) titled, “A framework for quality teaching and learning”	6.1, 6.4	1. 2, & 3
5	• Quality teaching and learning frameworks • Drawing together your ideas about pedagogy: reflecting on what pedagogy is to you, and why it is important	• Week #5 tutorial/workshop activities • Case studies Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete assessment task #2 and #3.	• Ch 2 from Killen (2016, pp. 21-54) titled, “Foundations of effective teaching and learning” • Ch 3 from Killen (2016, pp. 55-78) titled, “A framework for quality teaching and learning” • Ch 6 from Killen (2016, pp.121-150) titled, “Using direct instruction as a teaching strategy” • Dewey (1897/1974, pp. 427-439) titled, “My pedagogic creed”	6.1, 6.4	1. 2, & 3
Break/Professional Experience
6	Debates in education research The teacher as learner and researcher: what does this mean for you?	• Week #6 tutorial/workshop activities • Case studies PSTs develop and present a rationale for their continued learning and the implications for improved student learning. Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete assessment task #2 and #3.	• Pollard & Newman (2010, pp. 261-269), titled, “Educational Research: A Foundation for Teacher Professionalism?” • Ch 17 from Gorard (2010, pp. 237-247) titled, “Accessing and understanding research in education” • Ch 18 from Sears (2010, pp. 248-260) titled, “Doing educational research”	6.1, 6.4	1. 2, & 3
7	• Contemporary issues in education: Is digital technology and e-learning the future? • Technology and education: trends in digital technology as it relates to educational contexts • TPACK framework for lesson planning with technology in mind.	• Week #7 tutorial/workshop activities Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete assessment task #2 and #3.	• Ch 16 from Daly & Pachler (2010, pp. 216-226) titled, “E-learning: The Future?” • McDlarmid & Zhao’s (2022) paper titled, “Time to rethink: Education in a technology-transformed world” • Mishra & Koehler’s (2006) paper titled, “Technological pedagogical content knowledge: A framework for teacher knowledge” • Valtonen et al’s., (2020) paper titled, “TPACK”	6.1, 6.4	1. 2, & 3
8	• Cyber-safety and digital citizenship • School-appropriate frameworks for cyber-safety and digital citizenship	• Week #8 tutorial/workshop activities Students work in groups to discuss the topic/theme for the week. Each week there are assigned questions based on the topic/theme that students need to answer. Likewise, case studies are employed as needed. Answers to questions can be found from the prescribed readings and lecture for each week. Some time is allocated to support students complete assessment task #2 and #3.	• Markey et al’s (2015) paper titled, “Violent video games and real-world violence: Rhetoric versus data” • Dorio et al’s (2020) paper titled, “School Climate Counts: A Longitudinal Analysis of School Climate and Middle School Bullying Behaviors” • Pennell et al’s (2020) paper titled, “What influences Australian secondary schools in their efforts to prevent and intervene in cyberbullying?”	6.1, 6.4	1. 2, & 3

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Course Learning Outcomes(s)	APST	%
Assessment task #1: Group presentation Using the lecture program, tutorials/workshops, prescribed readings for this course, and your own research, choose one (1) topic that you are interested in for a group presentation. Your assigned group will record a 5 – 8 minute presentation on the topic selected.	Summative	1 & 2	6.1, 6.4	30
Assessment task #2: A personal reflective statement about your philosophy of education/teaching (aka “My Pedagogic Creed”) Develop and write a personal reflective statement about your own philosophy of education/teaching that is informed – as much as possible – by the following: the contribution of well-known educational philosophers and thinkers, relevant theories found within the literature that may have been adopted and adapted, personal weekly reflections on your learning, your own personal experiences and reflections from your placement and so on.	Summative	1 & 2	6.1, 6.4	45
Assessment task #3: Recorded entries on student learning Complete four (4) fortnightly entries of your learning journey in this course. From the four (4) fortnightly entries that you have completed, select one (1) fortnightly recording of your learning to submit as part of this task, along with an overall summary of your learning in this course. Students must include a topic on safe, responsible and ethical use of ICT in the examination.	Summative	1 & 2	6.1, 6.4	25

Assessment Detail

No information currently available.

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through Access Adelaide.

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator