Teaching Practice

Singapore University of Social Sciences

Teaching Practice (ECE490)

Applications Open: To be confirmed

Applications Close: To be confirmed

Next Available Intake: To be confirmed

Course Types: To be confirmed

Language: English

Duration: 6 months

Fees: To be confirmed

Area of Interest: Adult Learning

Schemes: To be confirmed

Funding: To be confirmed

School/Department: S R Nathan School of Human Development

Bookmark

Synopsis

ECE490 Teaching Practice is 10 cu, graded field-based course with a 12-week full-time practicum placement in either a childcare centre or kindergarten and is a pre-requisite for Work Attachment for students without an existing L2 certification from a prior ECE Diploma. It builds on the knowledge and skills acquired from prior coursework and field practicum experiences. The course structure includes: (a) students’ gradual assumption of supervised teaching responsibilities (planning based on child observations, implementation, reflection); (b) seminar attendance and completion of assignments, (c) observational assessments by supervisors, and (d) mid- and end-ofsemester self-evaluations and reflective theory-practice conversations with the university supervisor and cooperating teacher. Students are expected to demonstrate satisfactory teaching effectiveness in at least three consecutive weeks of full classroom responsibility.

Level: 4
Credit Units: 10
Presentation Pattern: -

Topics

The principles of developmentally appropriate practice, and the image of the child and teachers
Introduction to Anti-Bias Curriculum goals
Professional code of ethics for early childhood education
Professionalism in working with families, community, and other professionals
Reflective practice
Child development knowledge and the creation of responsive, engaging and challenging learning environments for diverse learners
Developmentally appropriate, responsive approaches and strategies to enhance learning
Pedagogical content knowledge in the main subjects/domains for early childhood curriculum
Repertoire of instructional strategies for promoting the development of critical thinking dispositions in learners
Developmentally appropriate usage of assessment, documentation, and reporting practices to support learning
Family and community relationships and the ability to involve families and use community resources to enhance curriculum
Documentation of own teaching competencies using a professional portfolio

Learning Outcome

Evaluate connections between theory and the realities of practice.
Analyse own strengths, limitations, and beliefs about the teaching and learning process.
Formulate a personal teaching philosophy.
Design and carry out curriculum and instruction that is responsive, anti-bias, engaging, challenging, and conceptually sound for learners with varying approaches to learning and at varying developmental levels.
Defend or rationalise constructivist teaching practices based on theory and child observations.
Employ workplace practices that contribute towards a respectful, collaborative work culture.