EDUC 3001 - Reflective Practice

North Terrace Campus - Semester 2 - 2019

This course is designed to develop critically reflective professional practitioners. Reflective practice focuses on ethical conduct, resilience in crisis situations, high community engagement and the development of lifelong learning for professional growth.

  • General Course Information
    Course Details
    Course Code EDUC 3001
    Course Reflective Practice
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 2 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites EDUC 1001, EDUC 1100
    Corequisites EDUC 3003
    Assumed Knowledge The teachers should have a knowledge of South Australian education policy and the key curriculum frameworks
    Assessment Critical incident reports 60%, SGDE excursion plan and self-evaluation 30% and tutorial participation and presentation 10%
    Course Staff

    Course Coordinator: Dr John Willison

    Dr John Willison
    Room 808
    Level 8, Nexus 10 Building
    School of Education
    Faculty of Arts
    The University of Adelaide

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    # Course Learning Outcomes GA APST
    1 Understand the current trends in teacher employment, the policy and curriculum frameworks that support the professional teacher for career readiness, in a competitive local and international job market 1, 4 2, 6
    2 Demonstrate an understanding of the meaning of reflective practice, reflective learning theory and related literature 1 3, 6
    3 Critically analyse own practices to gain a better understanding of  quality teaching for safe and positive learning environments 2, 4, 5, 6 1, 2, 3, 4, 5, 6, 7
    4 Discuss reflective practice in the context of teaching standards and the role of the professional teacher 1, 2, 4, 6 7
    5 Articulate how various technology tools are used to engage and enhance teacher communication in and outside of classrooms 2, 3, 4 2, 4, 6, 7
    6 Understand and identify professional learning opportunities and associations that support the personal and professional development of classroom teachers and leaders 3, 4, 6 6
    7 Develop an awareness of the factors that impact on student and teacher wellbeing and resilience within diverse educational contexts 4, 5, 6 1, 4, 7
    8 Collaborate with peers to research, risk assess and plan for a safe educational excursion to a cultural heritage site for a diverse group of learners. 2, 3, 4, 5, 6 1.5, 1.6, 3.2, 3.6, 4.1, 4.4, 7.1, 7.2
    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)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 4
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    3, 4, 5, 8
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5, 6, 8
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1, 3, 4, 5, 6, 7, 8
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    3, 7, 8
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    3, 4, 6, 7, 8
  • Learning Resources
    Required Resources
    A reader is not required for this subject as weekly readings are available on MyUni,  along with resources during the lectures and tutorial sessions.
    Recommended Resources
    All lectures will be recorded and uploaded to Canvas with 24 hours of being presented. Additional resources may be uploaded during the course. Tutorials will be uploaded by Thursday morning each week after they have been delivered.
    Online Learning
    Any additional resources to support the delivery of this program will be uploaded to MyUni and students will be notified of these.

    Course communication will be primarily through emails and MyUni postings. It is a course requirement that you access and frequently check (at least 2 times per week) these communications.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    All lectures will be delivered in face to face mode.

    At the end of each lecture, five minutes will be allowed for question time.

    All Tutorials will are interactive. Each tutorial will examine critical themes of the lectures, readings and to focus on the assessment requirements of the course. Tutorials in Week 1 and 12 will focus on the  SGDE.

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

    All readings will be available a week in advance for each module. Students are expected to complete the readings for each lecture and tutorial.

    Lecture attendance: Attendance at lectures is strongly recommended. It is 1 hour per week.

    Follow up activities and assignment work: 2 hours per week.

    The lecture series will introduce students to a range of educational issues that will be explored and discussed in depth during tutorials.  

    Attendance and participation is compulsory. Tutorials are 50 minutes. Refer for the timetable and availability of all tutorials on the course planner.

    If you cannot attend due to sickness or other valid reason then you must hand to me personally a copy of the doctor’s certificate for each missed session plus 700  words of reflection on the readings for each missed session. Put a cover sheet with your name, number and tutorials missed in summary form. Failure to do this will result in you being considered absent.

    Learning Activities Summary
    Week 1 Reflective Practice for Teachers
    Week 2 Critical Reflection
    Week 3 Critical Learning Incidents
    Week 4 Critical Risk Incidents
    Week 5 Legacy of the Stolen Generation
    Week 6 Planning the Colebrook Excursion
    Week 7 Your Experience of Reflective Practice
    Week 8 Excursion to the Colebrook Children's Home
    Week 9 Managing Legal Duty of Care: What to do before students see red
    Week 10 Teaching in the
    Week 11 Theory
    and concepts as a reflective surface
    Week 12 Action Research consolidates reflective
    Specific Course Requirements
    All students are encouraged to attend lectures and are required to attend the compulsory 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
    Teachers will be required to work in groups of 4 to 5 to research and plan a safe educational excursion for a class of secondary students to a cultural heritage site. They will need to fill in the appropriate risk assessment departmental forms, construct an itinerary and prepare a
    written task for the event. They will also have to reflect on their site selection, ability to work in a team and evaluate the effectiveness of
    the planned excursion in 300 words, as part of their critical reflective journal.
  • 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 Outcome
    10 reflective
    post on discussion board and/or response to others' posts
    Ongoing reading,
    online reflection and interaction

    Tuesdays for 10 weeks in  Sem2

    10% 1, 2, 3, 4, 5, 6, 7, & 8
    Two critical incident reports (2,000 words) Report 2A: 800 words
    Report 2B: 1200 words
    Friday 30 August
    Friday 20 September
    Report 2A: 20%
    Report 2B:
    2, 3, 4, & 7
    An excursion plan with risk assessment, activity, itinerary. Consolidated plan completed by a small group. 
    Friday 1 November


    3, 4, 5, 7, & 8
    Self-evaluation of involvement with the excursion (300 words) Written self-evaluation
    Friday 1 November

    3, 4, 5, 7, & 9
    Assessment Related Requirements
    Students must attend 80% of all lectures and tutorials and sign the attendance sheet on arrival.
    Assessment Detail
    Assignment 1: Podcast reflecting on the first 3 weeks of the course.
    Weighting: 10%
    Length: 2-minute podcast
    Due Date: 17 August 2018
    Graduate Attributes: 1, 2, 3, 4, 5, and 6
    Course Learning Outcomes: 1, 2, 3, 4, 5, 6, 7, and 8
    APST: 1.5., 3.2., 3.3., 3.4., 3.5., 6.1., 6.2., 6.3., 6.4., 7.1., & 7.2

    Students are required to record a 2-minute podcast responding to the course material covered in the first three weeks. Students should provide:a definition of reflective practice based on Stephen Brookfield's work, define what constitutes a critical incident in an educational setting and outline how reflective practice can be used as a preventative strategy to mitigate risk.  

    Your recording should include:

    1. The name of the course EDUC 3001 - Reflective Practice
    2. Your student number
    3. Your first and last name
    4. Your response to the above task (note points 1-3 are not included in the 2-minute to respond to this task)

    Your podcast should be uploaded on MyUni.

    Assignment 2: Two Critical Incident Reports
    Weighting: 60%
    Length: 2,000 words
    Due Date: 7 September 2018
    Graduate Attributes: 1, 2, 3, 4, 5, and 6
    Course Learning Outcomes: 2, 3, 4 and 7
    APST:  1.2., 1.1., 1.5., 1.6., 3.1., 3.5., 3.6., 6.2., 6.3., 6.4., 7.1., 7.2., & 7.4.

    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 2,000 words (1,000 words each).

    The two critical incident reports must contain:

    1. The title, background and a description of the critical incident (CI)
    2. Analysis of the CI
    3. Reflections evidence-based action/follow-ups
    4. References must be made to relevant course materials
    5. Reference to the Australian Professional Standards for Teachers (APST)
    6. Reference Duty of Care obligations

    Please note: Harvard, APA, Vancouver or Footnote style can be used for reference. Ensure you are consistent with your chosen referencing style throughout your paper.

    Assignment 3 GROUP: SGDE Excursion Plan and Self-Evaluation
    Weighting: 30% (25% group assignment and 5% Individual Written Task)
    Due Date: 26 October 2018
    Graduate Attributes: 1, 2, 3,4, 5 and 6
    Course Learning Outcomes: 3, 4,5, 7 and 8
    APST: 1.5., 1.6., 4.1., 4.4., 1.5., 4.1., 4.4., 7.1., 7.2. & 7.4

    Teachers will be required to work in groups of 5 to research and plan a safe educational excursion for a class of secondary students to a cultural heritage site in Adelaide.

    The group will nominate a team leader to submit sections 1-3 (as one document), on behalf of the group for assessment via Canvas.

    Assessment Structure
    SGDE Excursion Plan (25%)
    This small group discovery experience (SGDE) has four components:

    1. Administrative paperwork (DECD Excursion Risk Management Plan, Application to conduct an excursion - ED169, an information/consent form and a written task for students)
    2. Itinerary of the excursion
    3. The written rationale of 300 words (how the excursion is suitable for the learners and linked to the Australian National Curriculum or SACE)
    4. Each teacher will be responsible for joining a SGDE on Canvas.  

    The end of Week 2 will finalise groups and cultural heritage sites for excursions. Time will be allocated during the Week 1 and 2 tutorials to finalise selections.

    Administrative paperwork (15%)
    SGDE excursion plan and self-evaluation will be assessed on:
    Accuracy and evidence of planning (15%)
    Completion of forms (DECD Excursion Risk Management Plan and the Application to conduct an excursion - ED169)
    Compliant with ethical, legal, administrative and organisational requirements (APST 7.1 and 7.2)
    Development of an information/consent letter for caregivers (include cost and food arrangements)
    Development of a suitable written assessment task to be completed during the excursionInclusive of a diverse range of learners, including students with disabilities (APST 1.5 and 1.6)
    Evidence of supporting student participation and safety (APST 4.1 and 4.4)
    Itinerary of the excursion (10%)
    Realistic Timelines
    Sufficient activities to engage students include travel and break times( suitable recess and lunch times)
    Inclusive of a diverse range of learners (APST 1.5 and 1.6)
    Evidence of supporting student participation and safety (APST 4.1 and 4.4)

    Assignment 3: Individual Written task (5%)
    Submitted via Canvas 300 words
    Due Date: 26 October 2018
    Graduate Attributes:
    1, 2, 3,4, 5 and 6
    Course Learning Outcomes:
    3, 4,5, 7 and 8
    APST: 2.1., 4.1., 1.5., 1.6., 5.

    Subject knowledge linked to the Australian National Curriculum or the SACE
    Age appropriate for year level (APST 2.1)
    High engagement value (APST 4.1)
    Assessment is achievable for a diverse range of learners (ASPT 1.5 and 1.6)
    Includes an excursion reference list (5 resources)
    1. All assignments must be word-processed or typed.
    2. Illegibly written or badly presented assignments will be sent back for re-transcription. 
    3. Legible typescript and the quality of English expression are considered to be integral parts of the assessment process.
    4. Assignments must have all pages numbered and your name on the header.Clearly indicate on the front page of the assignment: your name, student ID, word length, course and name of your lecturer.
    5. Include a detailed reference list.  
    6. Content and quality of thought matter more than quantity but you should keep within 10% of the prescribed limit.Online submission will be via Turnitin on Canvas.
    7. Extensions can only be sought under the provisions of the Modified Arrangements for Coursework Assessment Policy or the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy.
    8. For work that is late without formal extension, 2 percentage points will be deducted from the mark for every day (or part thereof) the work is late to a maximum of 7 days (including weekends and public holidays).  For example, an assignment that is 3 days late: raw score of 80% - 6 marks lateness deduction = 74% final mark.
    9. For work with a formal extension, these penalties will apply from the extended due date.
    10. There will be a cut-off date for each assignment 7 days (including weekends and public holidays) after the original due date
    11. unless otherwise stipulated on MyUni.
    12. Work will not be accepted after the cut-off date, and a mark of zero will automatically be awarded for the assignment.
    13. Applications for variations to the cut-off date can only be made by the Course Coordinator on pedagogical grounds and must approved by the relevant School Learning and Teaching Committee.
    14. If you are experiencing any difficulties understanding an assignment you are encouraged to make an appointment with your lecturer for early clarification.We understand that illness and family responsibilities usually affect everyone at some point.  If you discuss the difficulty with us promptly, we may be able to negotiate a solution.
    15. Students are encouraged to check their marks and notify the lecturer-in-charge of any discrepancies.
    16. Students must not submit work for an assignment that has previously been submitted and assessed for this course or any other course.
    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

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