Weighting: 60% Word count: 2,500 words Learning Outcomes (LOs): demonstrate specialised knowledge regarding the motivations behind teacher and student behaviours in education settings and use this in their classroom placement; (1.3.1; 1.5.1) (critically) analyse the relevance to teaching of key legal requirements and professional standards of governing bodies including NESA , AITSL, ACECQA and NSW education authorities and put these requirements into practice in the professional classroom; (GTS 6.1.1; 7.1.1) Identify (analyse) a range of different classroom management styles and articulate how they might use these in the professional classroom; (GTS 4.2.1; 4.3.1, 4.4.1) demonstrate understanding of what it means to act professionally when working with learners and practise this in the classroom setting; and (GTS7.1.1) integrate the multiple definitions of what it means to be a good teacher and articulate their understanding through their discussion of their own future teaching practice. (6.3.1) i. General Information: This assignment requires you to deepen your reflections (thus demonstrating Standard 6) about what it means to be a teacher. You are asked to first consider more specifically all three elements of the unit framework (Self, Other and Context). Using learning from lectures, activities, peer and tutor feedback, and reference to a range of literature construct an academic piece of writing. These reflections will be linked to the Australian Professional Standards for Teachers (Standards 1, 4, 6 and 7) and demonstrate ongoing development in your learning. Second, re-visit personal learning and the teaching metaphor created for assignment 2 to refine and polish the analysis tying the metaphor to new learning presented in response. You will submit both sections as one PDF via the assessment submission process. ii. Specific Requirements: This section gives a detailed description of the assignment which will be scaffolded in lecture 6 and 7 and more fully throughout the Moodle activities. Please note that the first section is much longer and requires discussion of three different aspects of your learning. You must submit, in 2,500 words, evidence of your ongoing learning about the influences on the formation of a teacher. The assignment is an extension of your thinking from both Assignments 1 and 2 and requires the following sections: Section 1 (1800-2000 words) In this section you must select, research and write about three different points of learning in your understanding of being a teacher. The three points of learning become topics for further learning. Overall you must be able to link standards 1, 4 and 7 and can include 6. Also ensure that the response covers the three foci of the Teacher Formation Framework (self, other and context). Please see lecture 6 for details of how to select topics. With reference to a range of literature (6 - 10 articles) read and explain the new learning for each of your selected topics for further learning. This section is between 1,800 and 2,000 words in total. You do not have to allocate an equal number of words to each topic of further learning, but each topic must include: response must clearly link to a range of concepts studied in the unit appropriate choice of referred journal articles (suggest 3 for each topic) identification of which area of the Teacher Formation framework is being addressed reference to the applicable Standard(s) from the Australian Professional Standards for Teachers a brief discussion of how the learning will impact your actions as a teacher in the future. formal language and academic conventions such as no dot points, careful argument and well-structured paragraphs. Use correct APA style and format. Section 2 (500- 700 words) In this section you are asked to re-consider your original analysis of your metaphor completed for assignment 2 (The image no longer contributes to the word count but please include it in your response). Either: - Polish your metaphor to cover all focus areas of the Teacher Formation Framework (self, other and context). This involves apply your new learning (the three topics for learning) to the analysis of your metaphor Or: - Develop a new metaphor to cover all focuses areas of the Teacher Formation Framework (self, other and context). Apply your new learning (the three topics of learning) to the analysis of your metaphor Please note that your allocation of words to the two sections is 2,500 overall.