This course focuses on the core discipline of education practice in the early years and primary school across the age range 4-10 years. By drawing on a range of theoretical perspectives, representations of childhood, education policies and the professional standards for UAE teachers, and contemporary research informing children’s learning and development across early years and primary schools, the course opens opportunities for in-depth analysis and reflection on teaching as a profession and supports interns in developing expertise towards becoming an effective teacher. Interns will critically examine their beliefs, values, preconceptions and professional roles and responsibilities about teaching, learning and assessment, and their developing professional knowledge, identity, practice and modes of professional engagement. They will reflect on synergies between practice and theory for curriculum planning, classroom management and teaching and build a repertoire of strategies and skills for engaging in meaningful and respectful professional relationships with learners, their families, and communities. The importance of educational inquiry and critical reflection in supporting continuous improvement of teaching, learning and development will be a cross-cutting theme informing all components of this course.
A Guide to Early Years and Primary Teaching by Week 1
Introduction to the course
Required readings
Recommended readings
Week 2
Thinking and reflecting on teachers’ role in curriculum development, teaching and learning for early childhood and primary school students.
Required readings
Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher: Knowledge, skills and issues (7th ed.). Pearson Education Australia. (Chapter 4)
Wyse, D., & Rogers, S. (2016). A guide to early years and primary teaching (ed.). Sage (Chapter 8)
Recommended reading
Cremin, T., & Burnett, C. (2018). Learning to teach in the primary classroom (4th ed.). Routledge. (Section 4)
Week 3
Preparation for effective teaching across the years: Preparing a lesson plan for what and for whom?
Required readings
Recommended readings
Week 4
Managing the teaching and learning context in early years and primary schools.
Required readings
Recommended reading
Week 5
The inviting and productive classroom: Teacher and student voice in effective teaching and learning (e.g., Dialogic talk).
Required readings
Recommended readings
Week 6
Supporting student diversity, individual differences and the premise of care, wellbeing, and relationships in effective teaching in early childhood & primary schools.
Required readings
Recommended reading
Assignment 1 due
Week 7
Experiences of assessment, feedback, and reporting that support effective learning in early years & primary schools.
Required readings
Recommended reading
Week 8
Influential social, cultural and policy frameworks on effective teaching in early years & primary schools.
Required readings
Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher: Knowledge, skills and issues (7th ed.). Pearson Education Australia. (Chapter 14)
Recommended reading
Week 9
Being, Doing, and Becoming an effective teacher: Reflecting on professional experience considering the Teacher Professional Standards.
Required readings
Recommended readings
Week 10
Inquiry-based learning, reflection continuous engagement with the community, professional colleagues, parents, and carers.
Required readings
Recommended reading
Week 11
Practical theorising: Renaming experience and developing personal theories of effective teaching in early years & primary schools.
Reflections on teacher identity formation
Required readings
Recommended reading
Assignment 2 Due