EDUC 4218 - Foundations of Education

North Terrace Campus - Semester 2 - 2025

Foundations of Education explores the contemporary education policy, practice and discourse environment. The course offers students the opportunity to critically reflect on teacher professionalism and how this is intertwined with curriculum, pedagogy and assessment practices.

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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)
Assessment	Teaching philosophy statement; critical reflection on statement

Course Staff

Course Coordinator: Dr Greg Vass

Course Timetable

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

Course Learning Outcomes

No	Course Learning Outcomes: By the end of this course students will be able to	APST
1	Demonstrate deep knowledge and critical understanding of contemporary educational policies, practices and/or discourses that impact on the foundations of education	6.1, 6.2
2	Identify relevant theoretical concepts and effectively makes use of these to engage with education practices and policies in relation curriculum, pedagogy and assessment.	6.1, 6.4

最新糖心Vlog 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: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, 最新糖心Vlogn 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 & 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

Schedule
Week		Readings	APST	Task
1	Why is education contested? Who are the stakeholders involved in the contestations? What is praxis, and why does it appear to be so challenging.	Biesta, G. (2019). Responsive or responsible? Democratic education for the global networked society. Vass, G. (2024). Reclaiming the cultural politics of teaching and learning: Skooled in punk.	6.1 6.4	1
2	What does politics have to do with a nice field like education? How and why have notions of teacher professionalism changed over the last few decades?	Alexander, C., Fox, J. & Gutierrez, A. (2019). Conceptualising teacher professionalism.	6.1 6.2	1
3	Why has the teaching-learning-assessment-reflection cycle been so enduring? How can Bernstein help you as a curriculum worker? In what ways does ‘good’, ‘effective’ and ‘impactful’ teaching and learning differ?	Gore, J. (2015). Effective and reflective teaching practice.	6.1 6.2	1
4	Why is it important – or at the least helpful – to be critically informed about buzz words in education, such as ‘teacher quality’, ‘evidence informed’, and ‘student centred’ learning	Rogers, B. (2019). Strengthening of the case for teacher judgement: A critique of the rationalities and technologies underpinning Gonski 2.0’s renewed call for evidence-based practice.	6.1 6.2	1
5	What is going to be your approach to pedagogical practices? How will you know if your approach is well suited to the classrooms you work within? What will need to change and why?	Riddle, S. & Hickey, A. & Riddle, S. (2024). Introducing relational pedagogy.	6.1 6.4	2
6	What do you see as the key contemporary education debates in education? How will you plan for and be a life long learner across your career as a teacher?	Apple, M., Biesta, G., Bright, D., Giroux, H., McKay, A., McLaren, P., Riddle, S. & Yeatman, A. (2022). Reflections on contemporary challenges and possibilities for democracy and education.	6.1 6.4	2
7	In what ways are digital learning – and technology more broadly – the elephants in the classroom? How can you prepare for and work with AI and the online world for teaching and learning?	Apps, T. & Walker, R. (2022). Digital technologies, schooling and children’s rights.	6.1 6.4	2
8	What does social justice and equity mean for education in a globalised and technologically interconnected world? Are we preparing students for a type of digital citizenship with a future focus?	Tibbitts, F. (2018). Apps	6.1 6.2	2

The 最新糖心Vlog'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

Assessment Task

Task Type

Course Learning Outcome(s)

APST

Task 1 – Teaching Philosophy Statement

Create a statement that outlines your teaching philosophy for the upcoming professional experience placement. There are two inter-related elements to include: firstly, you will need to draw on philosophical thinkers and theoretical concepts from suitable literature to describe the sort of teacher you would like to be, and to explain why this is your aspiration. Secondly, you will need to draw on relevant literature to consider the education policies, practices and discourses that are likely to shape your experience, and with this understanding in mind, explain how you intend to approach teaching and learning during your placement.

1500 words

Summative

1 and 2

6.1, 6.2

Task 2 – Critically reflecting on your teaching and learning statement

The purpose of this task is to critically reflect on the task 1 philosophy statement, and to then re-write this based on what you have learned on your placement and once you have returned to the coursework. There are three interrelated elements to include: firstly, you will need to draw on philosophical thinkers and theoretical concepts from suitable literature to describe the sort of teacher you would like to be, and to explain why this is your aspiration. Secondly, you will need to draw on relevant literature to consider the education policies, practices and discourses that are likely to shape your experience, and with this understanding in mind, explain how you intend to approach teaching and learning during your placement. Thirdly, you will outline the changes that you have made to your statement from earlier in the semester, and then make use of theory and examples from your placement to provide a justification for the changes that you have made.

2500 words

Summative

1 and 2

6.1, 6.2
6.4

Assessment Detail

No information currently available.

Submission

All assessment items are to be submitted via MyUni.

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 .

Student Feedback

The 最新糖心Vlog 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 最新糖心Vlog 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
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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