Contemporary Educational Perspectives
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Australia’s fourth oldest university, the University of Tasmania, is highly regarded internationally for teaching and academic excellence. The university offers more than 100 undergraduate degrees and more than 50 postgraduate programs across a range of disciplines. The university offers students a diverse range of opportunities, the chance to learn from leading experts, and excellent preparation for their future careers.
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Upon completion of this subject, the student should be able to:
- Critically analyse contemporary perspectives of learning
- Articulate your own learning and teaching philosophy, values and beliefs
- Create and theoretically justify a learning sequence for a group of adolescent or adult learners
- Apply professional and academic communication skills
- Teaching and Learning Philosophy, Values and Beliefs
- Major Theories of Learning
- Learning Characteristics
- Teaching Stratergies
In order to enrol in this subject, you must be accepted into one of the following degrees:
No special requirements
This subject introduces you to a range of theoretical approaches for facilitating learning, and relates these to contemporary educational practices. As a result of studying this subject, you will understand why contemporary education is focused on learning and understanding, rather than just educational delivery or training. This knowledge will help you to interpret a range of educational approaches, and appreciate the wider impact of education on both society and the individual. After reviewing various theories of learning and teaching, you will consider the implications for curriculum development, as well as the effect on educational structures. Enhanced knowledge of foundational and contemporary theories will help you to better define and express your philosophy of education, and appreciate both the impact of that philosophy on your teaching practices and the potential effect on students.
- Learning and Teaching Philosophy Statement (20%)
- Perspectives on Learning (40%)
- Action Research Reflection (40%)