EDUC 4218 - Foundations of Education

North Terrace Campus - Semester 2 - 2024

Foundations of Education uses multidisciplinary and interdisciplinary research as a means to understand education as a field, and how it is applied to teaching as an educational practice. Students will be introduced to different ways of looking at education, supported by links to classic and contemporary research.

  • General Course Information
    Course Details
    Course Code EDUC 4218
    Course Foundations of Education
    Coordinating Unit School of Education
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites EDUC 3003 and (EDUC 3006 or EDUC 3005)
    Course Description Foundations of Education uses multidisciplinary and interdisciplinary research as a means to understand education as a field, and how it is applied to teaching as an educational practice. Students will be introduced to different ways of looking at education, supported by links to classic and contemporary research.
    Course Staff

    Course Coordinator: Associate Professor Joanna Anderson

    Course Timetable

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

  • Learning Outcomes
    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
  • Learning Resources
    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 Activities
    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.
    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 asessment 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 asessment 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 asessment 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 asessment 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

    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 #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 asessment 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 asessment 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
  • 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  Course Learning Outcome(s) APST 5
    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.
    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.

  • 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.

  • Student Support
  • Policies & Guidelines
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