EDUC 4218 - Foundations of Education
North Terrace Campus - Semester 2 - 2022
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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 Assessment Group presentation, A personal reflective statement about your teaching, Short answer responses to weekly questions and reflections Course Staff
Course Coordinator: Dr Steven Stolz
Course Timetable
The full timetable of all activities for this course can be accessed from .
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Learning Outcomes
Course Learning Outcomes
1. Demonstrate deep knowledge and understanding of the influence of multidisciplinary and interdisciplinary research in contemporary educational practice.
2. Integrate relevant research and educational theory to develop a broad repertoire of subject appropriate teaching and learning strategies.最新糖心Vlog Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
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.
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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
No information currently available.
Workload
No information currently available.
Learning Activities Summary
Lecture Topic/Theme Tutorial/Workshop Activities APST • 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 studies1.1, 1.2, 1.5, 2.1, 2.2, 2.3, 3.1, 3.6, 5.1, 7.1 • Politics and policy in education: education, teaching and professionalism • Week #2 tutorial/workshop activities
• Case studies1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 5.1, 7.1 • 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 studies1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 6.1, 7.1 • What is quality teaching and learning?
• Contemporary views of quality teaching and learning• Week #4 tutorial/workshop activities
• Case studies1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 6.1, 7.1 • 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 studies1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 6.1, 7.1 Break/Placement • Debates in education research
• The teacher as learner and researcher: what does this mean for you?• Week #6 tutorial/workshop activities
• Case studies1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 6.1, 7.1 • Group presentations • Week #7 tutorial/workshop activities 1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 6.1, 7.1 • Group presentations • Week #8 tutorial/workshop activities 1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 6.1, 7.1 • Group presentations • Week #9 tutorial/workshop activities 1.1, 1.2, 1.5, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 5.1, 6.1, 7.1 -
Assessment
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 APST Assessment task #1 (AT#1):
Group presentation1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 6.1, 7.1, 7.2 Assessment task #2 (AT#2):
A personal reflective statement about your philosophy of education/teaching (aka “My Pedagogic Creed”)1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 6.1, 7.1, 7.2 Assessment task #3 (AT#3):
Short answer responses to weekly questions and reflections1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2,2, 2.3, 3.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 6.1, 7.1, 7.2 Assessment Detail
Please see MyUni.Submission
Please see 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 .
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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.
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Student Support
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
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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
- 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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