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Details for EDU407 Foundations of Christian Education

This unit is the foundational subject for the program. It introduces the philosophical and theoretical framework for the Master of Teaching Program. The historical development of schooling and education internationally and nationally will be explored as well as the impact of Australian government policies and funding. This subject introduces key educational philosophers and their influence on education with a particular focus on Christian education. Students begin to develop their own personal, dynamic philosophy of teaching. 

Quick Stats

  • Currently offered by Alphacrucis: Yes
  • Course code: EDU407
  • Credit points: 10

Subject Coordinator

Contact studentsupport@ac.edu.au for more information.

Prerequisite

Nil

Unit Content

Outcomes

  1. Describe and discuss the philosophies and perspectives of a range of key educational philosophers and professionals from Christian, Catholic and other perspectives. 
  2. Review how philosophies and worldviews influence and inform research, teaching and schooling with a specific focus on the Australian schooling landscape. 
  3. Reflect on and discuss the history of education in Australia and the factors, influences and individuals that have shaped its development 
  4. Articulate an understanding of the Australian education frameworks, standards, governing bodies, codes of ethics, curriculum structures and key educational policies and related processes and systems. 
  5. Reflect on the theory and philosophy of education, together with the codes of ethics and craft a personal teaching philosophy that demonstrates the requisite professional criteria for a specific context. 

Subject Content

  1. Different worldviews and how these influence student beliefs and practices. Different religions and their core philosophical underpinning and historical context.  Ways of knowing – epistemology and ontology and their relation to research.  Different religions, education, and schooling. \
  2. Philosophies of education that support different approaches to teaching and learning and evidenced based theories of learning. Key educational philosophers and influencers. History and development of various models of Christian, Catholic, independent and public schooling both internationally and in Australia. The role of the teacher in the educative process; distance education, developing a Christian and personal philosophy of teaching and its impact on your attitude to the profession; being a reflective Practitioner. The historical influence of the church in public education, as well as the CEN, CSA, church-based, and Catholic education movements. Different philosophies and perspectives on education and their linkage to worldview.   
  3. Understanding students and how they learn from a Christian perspective:  
    • Imago Dei and its impact on relationship with self and others  
    • Overview of developmental theories including; understanding physical, social and cognitive development and key theories/philosophies  
    • Strategies for working with parents/caregivers and external professionals (including strategies for working sensitively and confidentially).
    • National education policy and legislation. Curriculum: origins, trends, social engineering, hidden curriculum, ideologies, and beliefs about education, negotiating the curriculum, outcomes-based education, incorporation of Christian and alternate school contexts. The broad context of Australian legislation, policy, frameworks and programs that influence the schooling and learning context (i.e. multiculturalism, anti-racism, diversity, etc.). Ethical issues in education concerning cultural, linguistic and other areas of diversity. 
  4. Theories and Practices of the National Priority Areas – Aboriginal and Torres Strait Islander Education. Challenges faced by the various school sectors (funding, policy, etc.) 
  5. Work based skills and awareness: specific workplace skills, legal and statutory responsibilities and authorities, personal well-being and safety, safe workplace practices, codes of practice and work literacy. Mentoring and professional development. Graduate Teacher Standard Descriptors (GTSD) and the levels of Australian Teaching standards, interagency roles, responsibilities and expectations.  
  6. Professional liability, codes ethics and codes of conduct, supervision and management, internet safety; child protection government requirements (including the online Child Protection Awareness Training (CPAT), the Child Protection (Working with Children) Act 2012, the Child Protection (Working with Children) Regulation 2013 and associated legislation, interagency roles, responsibilities and expectations including understanding the requirements of external professional bodies regarding professional development; understanding the National Framework for Values Education in Australian Schools. LANTITE and teacher accreditation requirements. 

This course may be offered in the following formats

  • Face to face on site (extensive)
  • ​E-learning (online/asynchronous) 
  • ​​E-learning (online/synchronous) 

Please consult your course prospectus or enquire about how and when this course will be offered next at Alphacrucis University College.

Assessment Methods

  1. Critical Reflection: Forum Posts (20%)
  2. Written: Book Review (30%)
  3. Major Project (50%)

Prescribed Text