The unit examines a range of issues that may influence the effectiveness of teachers and their work in Australian schools, including school climate; school systems and policies; curriculum reforms; how well schools respond to issues of equity, justice, diversity; and, the economic, social, cultural and technological changes that confront schools in society. In taking a broad view of diversity and challenges confronting teachers and schools the unit examines youth culture, ethnicity, social class and gender. Against backdrop of change, the unit also examines some traditional images of teaching and considers their appropriateness to contemporary forms and knowledge of work.   The unit also reviews how teachers, as key contributors to the social institution called ‘schooling,’ are intimately involved, not only in the instruction and care of young people, but in the politics of education – locally and globally.

On completion of this unit students will be able to:

1. Explain how schools developed in Australia and assess the nature of change confronting Australian schools in the 21^st Century;
2. Critically consider the notion that “teaching is a collegial act requiring collaboration; a moral act founded on an ethic of care; and, an act of inquiry, reflection and ‘political action”;
3. Explain how life in Australian schools and classrooms is influenced by structural inequalities, institutionalised discrimination, cultural diversity and ideologies of the wider society that they serve;
4. Critically analyse policies relating to social justice and equity in education with respect to indigenous and multi-cultural education, social class, ethnicity and gender, and youth transition and identity; and, 
5. Develop an effective learning environment in classrooms and schools for all students by taking into account class, gender, ethnicity and indigenous Australians.

1. Teaching involves understanding the historical trends in education that have influenced the way we teach today.
2. Teaching occurs in a diverse range of schools in Australia; these schools have a unique history in our country, and they are embroiled in change.
3. Teaching involves meeting the needs of a diverse range of learners, taking account of differences based on attributes such as ethnicity, culture, gender, social class and intellectual and physical capabilities.
4. Teaching is about understanding and working effectively in an environment of power and authority in a school, especially as we work in diverse communities of culture and ideologies, and requires collaboration and reflection by teachers.
5. Teachers’ effectiveness is increasingly judged according to trends in globalisation and world standards and expectations.

Lectures, tutorials, workshops, direct observations, microteaching.

The following graduate attributes will be developed in this unit:

• Ability to communicate
• Ability to work in teams
• Ability to generate ideas
• Cross-cultural and international outlook