EDUC 3001 - Reflective Practice

North Terrace Campus - Semester 1 - 2014

Exemplary teachers continually engage in and critically reflect upon their practices and professional learning. This course provides the basis for the application of reflection and research as it relates to inquiry in professional settings and an on-going commitment to self-directed continuing reflection and development. The three narrative dimensions (or threads) of context, continuity and conversations (discourse) are explored. This course develops the knowledge and skills needed to implement an inquiry project in an educational setting. It also provides the opportunity to extend the practicum experience in schools (Secondary Schools Interaction), and strengthens the professional nature of teaching, vis-a-vis, becoming and being a reflective teacher, and reflection beyond the classroom and school.

  • General Course Information
    Course Details
    Course Code EDUC 3001
    Course Reflective Practice
    Coordinating Unit School of Education
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Prerequisites EDUC 1001 and EDUC 1002
    Corequisites EDUC 3002
    Restrictions Available to BTeaching students only
    Assessment Reflective portfolio, Reflective journals
    Course Staff

    Course Coordinator: Ms Tammy Edwardson

    School of Education
    The University of Adelaide, AUSTRALIA 5005
    Level 8, Room 8.22
    Nexus Building
    Ph : +61 8 8313 2020
    Fax : +61 8 83133604
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1 Understand the current trends in teacher employment, the policy and curriculum frameworks that support the professional teacher, in a competitive local and international job market
    2 Demonstrate an understanding of the meaning of reflective practice, reflective learning theory and related literature
    3 Critically analyse teaching practice/methodology/pedagogy using reflective practices to gain a better understanding of the quality and effectiveness of own teaching
    4 Discuss reflective practice in the context of teaching standards and the role of the professional teacher
    5 Articulate how various technology tools are used to engage and enhance teacher communication in and outside of classrooms
    6 Understand and identify professional learning opportunities and associations that support the personal and professional development of classroom teachers and leaders
    7 Develop an awareness of the factors that impact on student and teacher wellbeing and resilience within diverse educational contexts
    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)
    Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1,2
    The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 3
    An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 3,4.
    Skills of a high order in interpersonal understanding, teamwork and communication. 3,4,5.
    A proficiency in the appropriate use of contemporary technologies. 2,3,5.
    A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 2,3,4,5,6.
    A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 3,4,6
    An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1,3,4,7.
  • Learning Resources
    Required Resources

    You are encouraged to purchase the reader for this course. However, weekly readings will also be available on MyUni.

    The EDUC 3001 Reflective Practice Reader 2014 is available for purchase at a cost of $35 from the Online Shop at:

    Once purchased online, the readers can be collected from Level 1, Hughes Building.

    Recommended Resources
    All lectures will be recorded and uploaded to MyUni with 24 hours of being presented. Additional resources may be uploaded during the course.
    Online Learning
    Most resources for this course can be found on MyUni, apart from those provided during lectures and tutorials. A discussion board will be set up to allow students to clarify assessment requirements.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The lecture sessions will be in face to face mode. At the end of each presentation five minutes will be allowed for question time.

    Tutorials will be fairly interactive. Their purpose is to examine key themes of the lectures, readings and to focus on the assessment requirements of the course. Time will be allocated during tutorials 5 to 12 for journal writing.

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

    Section 5.1 Assessment Summary of the course outline is to assist students to successfully achieve the course requirements.
    Learning Activities Summary
    Refer the the Assessment section.
    Specific Course Requirements
    All students are required to attend the compulsory lecture and tutorial sessions. In the case of absence an email to the course coordinator, or a medical certificate or other verification is required.
    Small Group Discovery Experience
    The weekly tutorials will be fairly interactive, allowing students to discuss key focus questions.
    Their purpose is to examine key themes of the lectures, readings and to focus on the assessment requirements of the course. Time will be allocated during tutorials 5 to 12 for journal writing.
  • Assessment

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

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

    Assessment Summary
    Assessment Task Task Type Due Weighting Learning Outcomes
    Two critical incident reports (1,200 words) Written Report

    Friday Week 6

    40% 2, 3, 4 and 7
    Critical-Reflective Journal (1,800 words) Written Journal Wednesday
    Week 13
    50% 1 2, 3, 4, 5, 6 and 7

    Attendance and Participation
    Engagement ongoing Week  1-12 10% 1, 2, 3, 4, 5, 6 and 7
    Assessment Related Requirements
    Assignment 1: Two Critical Incident Reports
    Weighting: 40%
    Length: 1,200 words
    Due Date: Friday 11 April, 2014
    Graduate Attributes: 1, 2, 3, 4, 5, and 8
    Course Learning Outcomes: 2, 3, 4 and 7

    Students are required to select two critical incidents they can recall and vividly remember from their formal education (Years 1 - 12). Using the examples/samples/scenarios presented in the lectures and tutorial activities students must write two reports of no more than 1,200 words. The two critical incident reports must contain:
    · a description of the critical incident (CI)
    · analysis of the CI and reflections
    · evidence-based action/follow ups
    References must be made to relevant course materials, including the Australian Professional Standards for Teachers (APST).

    Assignment 2: Critical-Reflective Journal
    Weighting: 50%
    Length: 1,800 words (eight journal entries)
    Due Date: Wednesday 11th June, 2104
    Graduate Attributes: 1, 2, 3, 4, 5 and 8
    Course Learning Outcomes: 1 2, 3, 4, 5, 6 and 7

    From weeks 5 to 12 students will be required to keep a critical-reflective journal of their own writings, in relation to: the content of lectures, guided tutorial questions, conversations with colleagues and wider readings. Each of the eight journal entries will be approximately 225 words in length and be a personal account of the students’ own reflections. Topics will include: readiness for the teaching profession, strengths and weaknesses, areas for development, as well as a plan of action for employment, career aspirations and ongoing professional learning.

    Assignment 3: Attendance and Participation
    Weighting: 10%
    Due Date: During Weeks 1 - 12
    Graduate Attributes: 1, 2, 3, 4, 5, 6, 7 and 8
    Course Outcomes: 1, 2, 3, 4, 5, 6 and 7

    It is imperative that students attend all lectures and tutorial sessions, as they will contribute significantly to the program assessment requirements. Time will be allocated during tutorials 5 to12 for journal writing.

    Assessment criteria include:
    · attendance at lectures and tutorials (50)
    · evidence of pre reading (10)
    · engagement in tutorials (30)
    · interaction with peers (10)

    Assessment Detail
    Refer to the Course Assessment section of the course outline on MyUni for additional information, such as the Assessment Rubrics for assignments.

    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.

  • Student Feedback

    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 ( 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.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.