PRESENTATION: Making the grade
|Making the grade : Developing and describing Inherent Requirements for courses involving professional work placements
Supporting students through professional placements and meeting the needs of workplace partners and external regulations poses a range of challenge for university coordinators, especially when issues of disability and mental health are added to the situation. In response to such dilemmas, a research project by the Faculty of Education examined the inherent requirements of professional practice. ‘Inherent Requirements’ are provided for under the Disability Discrimination Act and the Disability Standards for Education and can be described as the ‘fundamental components of a course or unit, demanding demonstration of particular capabilities, knowledge and skills to achieve the core learning outcomes of a course or unit, while preserving the academic integrity of the university’s learning, assessment and accreditation processes’. Thus, they are not just compulsory or traditional requirements, but are those requirements that are fundamental or essential to the learning and assessment requirements of the particular course.
This study explored the development and use of the concept of inherent requirements (IR) to make explicit the essential elements of performance for the Initial Teacher Education (ITE) practicum for the benefit of all students. Through consultative group processes with stakeholders involved in ITE, seven inherent requirement domains were identified. From interviews with academics, first-person narratives were developed to illustrate pre-service teachers’ performance in complex Professional Practice scenarios. Narratives associated with the three IR domains: self-awareness, social awareness and sustained professional conduct were rated by university staff and pre-service teachers to create a continuum of performance based on Rasch-model statistical analysis. The findings suggest that the IR domains and the illustrative narratives could be valuable resources to improve all stakeholders’ awareness of Professional Practice requirements and enhance course outcomes for all ITE students. The Faculty of Education is developing a policy to incorporate inherent requirements with a “Gateway to Practice”. This workshop will present information about the process of developing the statements of inherent requirements and promote discussion about how the concept of inherent requirements could be applied across the university in Faculties offering professional work placements.
Please RSVP to Martin Swann
Dr Elaine Sharplin and Assistant Professor Lisa Bell
Large Seminar Room (KG02) University Hall
Wed, 30 Apr 2014 10:00
Wed, 30 Apr 2014 12:00
RSVP is required.
Martin Swann <[email protected]>
Wed, 09 Apr 2014 16:33
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