Books.PNGLecture: Course overview



View it on Voicethread

Please note that these are the full lecture notes -- the in-class presentation is much more streamlined.

Books.PNGLecture: Philosophy and history of education by Phil Roberts


Vodcast: http://echo360access.canberra.edu.au/ess/echo/presentation/bcf20102-e8f8-470b-8bc6-b05023a6acd0/media.m4v
Podcast: http://echo360access.canberra.edu.au/ess/echo/presentation/bcf20102-e8f8-470b-8bc6-b05023a6acd0/media.mp3

Notes:


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j0433806.png Tasks of the week

Note to students:
Each week, tasks are designed to elicit staged responses to the final assignments in the course. For Education Foundations, it is important that your writing and reflections are supported by relevant theories and research literature. You may think of your weekly writing as partial drafts of your assignments. That is, you are welcome to incorporate or reproduce your weekly reflections in your final assignments.

For Week 1, the tasks are:

1. Listen to Phil's guest lecture online on the philosophy and history of education above;

2. Watch the videoclip in the Video section above;

3. Read the recommended texts for Module A; and

4. Write a paragraph or two on each of the following topics:

a) The 'apprenticeship of observation' (see Churchill, et al. pp.5-6)
Before we begin this teacher education course, we have all had over a decade of classroom experiences, observing and interacting with our own teachers who helped
shape who we are today. Relationship with these teachers in our educational experiences in the past is likely to have enduring impact on how we are going to teach in
our future classrooms. Can you describe a teacher (or teaching figure) who has influenced you either positively or negatively, and some of his/her qualities or
characteristics? If there was one, describe an event or moment of encounter that has since stuck in your mind. Can you explain what specifically was about the
interaction that changed your thinking or understanding? Putting this memory or impression in words may help illuminate an essential and fundamental quality
of teachers that is especially meaningful to you.

b) In describing what teachers do, people have compared them to parents, mentors, coaches, artists, performers, analysts, etc (see Churchill, et al., p.15 for other
metaphors). Who do you associate an ideal teacher with? Can you elaborate a bit on that?

c) As much as an independent endeavour, teaching is also an embedded profession. Teachers' work is contextualised in a complex social network and is consequently a
response to requirements and expectations of national and local governments, school authorities, parents, and students. Teachers' clienteles, their students, are equally
social beings from varied societal backgrounds. Based on your reading of Connell (2009) (available at
www.scielo.br/pdf/ep/v36nspe/en_v36nspea13.pdf), can you talk about the implications that social contextualisation has for what a good teacher
is?


Tutorial, Tues, 1230 - 1700, Grad Dip students only

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