Reflexive Practice and Professional Experience 2: Inquiry into Practice

This course will support preservice teachers to extend and transform their practices as they engage in cycles of planning, teaching, assessing, reflecting and appraising during their final placement. Preservice teachers will extend their knowledge of the variety of forms of student data that can be used when planning for teaching and learning. They will explore the kinds of diagnostic, formative and summative assessments that can inform planning prior to and during a sequence of learning experiences. They will use the official curriculum and other relevant materials to plan for connected teaching and learning sequences. Part of this planning will involve the capacity to identify opportunities to teach general capabilities including literacy and numeracy. Preservice teachers will use a range of teaching strategies to build on the strengths and prior learning experiences of children/young people and to maintain safe and inclusive learning environments. They will demonstrate the capacity to differentiate their teaching to meet the needs of all learners and to use assessment data to analyse learners' needs and to modify teaching during teaching and learning sequences. They will use assessment data to provide feedback to learners and to support learners to have input into their learning experiences. Preservice teachers will reflect on their planning, teaching and assessment practices. They will evaluate data choices for teaching and learning and articulate the reasons for their pedagogical decisions. Appraisals will be made of why certain decisions did or did not progress learning. Literature and theory will be applied as the preservice teachers reflect on and appraise past practices, and they plan for future teaching and learning sequences.