ED5976 - Disciplinary and Pedagogical Development

This subject has been designed to support graduate student teachers as they extend their content and pedagogical knowledge through scholarly research into their disciplinary and professional understandings. Drawing on pedagogical content knowledge developed in the junior and senior curriculum subjects, a selected secondary teaching area will be explored more deeply particular attention paid to knowledge that graduate student teachers may have had limited exposure to, to support them as they develop their capacity to identify and address areas of (future) disciplinary and pedagogical growth. The subject will include a critique of the nature and design of pedagogical and conceptual work to support both (a) an understanding of how to engage in disciplinary and pedagogical research critically; and (b) the identification of and research into disciplinary understandings that require ongoing development as they enter the profession. Further, the subject will explore the epistemology of the selected secondary teaching area, to support graduate student teachers to develop a richer understanding of what the content and pedagogical knowledge means for their discipline specific practice.

Learning Outcomes

• Demonstrate and apply knowledge and understanding of the structure and nature of the content and the pedagogical knowledge required of the specialist secondary curriculum subject;
• Demonstrate and apply knowledge and understanding of identified areas of growth through critical engagement with scholarly research;
• Design an inquiry that translates content and pedagogical research into meaningful and effective learning experiences for students that considers the content and pedagogical needs of the students;
• Demonstrate knowledge of the epistemological nature of the discipline including how this influences the nature of both pedagogical work and content knowledge development;
• Apply knowledge of professional learning in a personal inquiry with the support of an academic focused on self-identified professional learning requirements.

Subject Assessment

• Oral > Presentation 1 - (25%) - Individual
• Written > Annotated bibliography - (25%) - Individual
• Performance/Practice/Product > Portfolio - (50%) - Individual.

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.