Learning and Teaching in Community Contexts

This subject equips Teacher Education Students to understand their professional role in and beyond the secondary classroom, as well as the changing social and professional contexts in which teachers work. It positions the teacher as part of a community of practice as well as the community that the school is situated in and ways to engage families, community representatives and external professionals. The subject will also examine the social, political and cultural factors that enable and constrain what education is, what schooling can be, and the impact on secondary school students’ learning and educational outcomes. This subject also provides a basis for understanding the interconnections between current research and educational practice concerning community engagement and school achievement. This, in the light of system and school-based responses, will focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in secondary schools.

Awards offering Learning and Teaching in Community Contexts

This unit is offered as a part of the following awards:

• Bachelor of Education (Secondary)
• Diploma of Arts
• Diploma of Education Studies

Unit Content

Curriculum Objective

This subject equips Teacher Education Students to understand their professional role in and beyond the secondary classroom, as well as the changing social and professional contexts in which teachers work. It positions the teacher as part of a community of practice as well as the community that the school is situated in and ways to engage families, community representatives and external professionals. The subject will also examine the social, political and cultural factors that enable and constrain what education is, what schooling can be, and the impact on secondary school students’ learning and educational outcomes. This subject also provides a basis for understanding the interconnections between current research and educational practice concerning community engagement and school achievement. This, in the light of system and school-based responses, will focus on the role of policy in guiding teacher practice, curriculum design and professional relationships in secondary schools.

Outcomes

1. Appraise teachers’ professional and moral role in and outside the classroom and their own ongoing professional learning needs for their teaching career;
2. Discuss strategies for effective collaboration with parent/carers, businesses and churches/faith centres in the work of school communities, as well as specialist teachers and school community liaison personnel to support students from culturally and linguistically diverse backgrounds in order to establish an inclusive and collaborative classroom culture.
3. Critically evaluate, in the light of your worldview, institutional, system, governmental and global responses to political and societal issues that face the educational needs and aspiration of young people.
4. Evaluate the impact of social media and networked technologies on educational systems and how teacher education providers can positively respond in their community and beyond.
5. Demonstrate an understanding of key debates and theories concerning educational practice and community engagement;
6. Assess the relative value of the learning and teaching strategies and pedagogies and how your worldview informs your assessment and selection of these learning and teaching strategies.

This course may be offered in the following formats

• Face to Face (onsite)
• E-learning (online)
• Intensive
• Extensive

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

• Critical Reflection (30%)
• Professional e-portfolio (30%)
• Major Project (40%)