EDUC 7202 - Student Teacher Interaction in the Classroom
North Terrace Campus - Semester 2 - 2022
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General Course Information
Course Details
Course Code EDUC 7202 Course Student Teacher Interaction in the Classroom Coordinating Unit School of Education Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Up to 4 hours per week Available for Study Abroad and Exchange Incompatible EDUC 3003, EDUC 4202, EDUC 6202 Assessment Handbook 70%, Reflections 30% Course Staff
Course Coordinator: Dr Robert Matthews
Course Coordinator: Dr Robert Matthews
Location: Room 8.29, Nexus 10 building, 10 Pulteney St, Adelaide
Email: robert.matthews@adelaide.edu.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
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Learning Outcomes
Course Learning Outcomes
On successful completion of this course students will be able to:
APST (Graduate) 1 Research and analyse pedagogical theories and formulate implications for classroom practice. 1.1, 1.2, 1.5, 2.1, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 7.1 2 Demonstrate awareness of current trends in classroom practice for middle/secondary schools. 1.1, 1.2, 1.6, 2.1, 3.3, 3.6, 4.1, 4.2, 4.3 3 Identify stages of (adolescent) development and demonstrate a sensitivity to related secondary issues which impact classroom practice, such as student mental health. 1.1, 1.2, 2.1, 3.3, 3.6, 4.1, 4.2, 4.3 4 Realise the factors involved in student motivation and demonstrate strategies for maintaining student engagement with their learning. 1.2, 1.5, 1.6, 2.1, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3 5 Articulate specific approaches to promote a positive learning environment, both individually and utilizing group processes. 1.6, 2.1, 3.3, 3.5, 3.6, 4.1, 4.2, 4.3, 7.1 6 Demonstrate understandings of individual characteristics of students. 1.1, 1.2, 1.3, 2.1, 3.3, 3.6, 4.1, 4.2, 4.3 7 Demonstrate an understanding of legal and ethical considerations relating to student care and wellbeing. 1.1, 1.3, 2.1, 3.3, 3.6, 4.1, 4.2, 4.3, 4.4 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, 4, 5, 6, 7 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, 3, 5, 6 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.
2, 4, 5, 6 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, 3, 7 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.
7 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.
7 Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
1, 2, 3, 5, 6 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.
2, 4, 5, 6 -
Learning Resources
Required Resources
No additional resources are required outside of the course reader and Canvas resources however, additional texts of interest are:
The following texts in the BSL have been used a course texts in previous years. Krause, K., Bochner, S. and Duchesne, S, (2003), Educational Psychology: for Learning and Teaching, Thompson.
Barr Smith Library Barr Smith Main collection (370.15 K915e )
McInerney, D. & McInerney, V. (2006) Educational Psychology: Constructing Learning.
Pearson Education Australia (3rd and 4th Editions are both good).
Barr Smith Library Barr Smith Main collection (370.15 M152e.4 )
Further Additional Text Resources:
An Educational Psychology of Classroom Management : best professional practices in the multicultural classroom / Christopher Thao Vang.; c2013
Barr Smith Library Barr Smith Main collection 371.1024 V253e
Educational psychology Dhir, R. N.; 2007
https://ap01-a.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2215616458440001811&institutionId=1811&customerId=1800
Impacts of Cyberbullying, Building Social and Emotional Resilience in Schools by Sharlene Chadwick.; 2014
https://ap01-a.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2215616459590001811&institutionId=1811&customerId=1800Recommended Resources
No additional resources are required outside of the course reader and Canvas resources however, additional texts of interest are:
The following texts in the BSL have been used a course texts in previous years.
Krause, K., Bochner, S. and Duchesne, S, (2003), Educational Psychology: for Learning and Teaching, Thompson.
Barr Smith Library Barr Smith Main collection (370.15 K915e )
McInerney, D. & McInerney, V. (2006) Educational Psychology: Constructing Learning.
Pearson Education Australia (3rd and 4th Editions are both good).
Barr Smith Library Barr Smith Main collection (370.15 M152e.4 )
Further Additional Text Resources:
An Educational Psychology of Classroom Management : best professional practices in the multicultural classroom / Christopher Thao Vang.; c2013
Barr Smith Library Barr Smith Main collection 371.1024 V253e
Educational psychology Dhir, R. N.; 2007
https://ap01-a.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2215616458440001811&institutionId=1811&customerId=1800
Impacts of Cyberbullying, Building Social and Emotional Resilience in Schools by Sharlene Chadwick.; 2014
https://ap01-a.alma.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=2215616459590001811&institutionId=1811&customerId=1800Online Learning
A comprehensive range of online materials have been provided through the Canvas site. Please visit the course site asap and explore – readings can be accessed through the menu buttons on the left.
Course communication will be primarily through emails and Canvas announcements. 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
No information currently available.
Workload
No information currently available.
Learning Activities Summary
No information currently available.
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Assessment
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
No information currently available.
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.
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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 (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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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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.
