The module is framed around critical reflection, inquiry of self and self as educator. The module supports student teachers to adopt an inquiry stance as an individual and as a teacher through reflective practice and research. The teacher as life-long learner will be introduced to students, as will the concept and importance of 'teacher as researcher'. The module supports student teachers to unpack preconceived ideas and assumptions they may hold about teachers and teaching with a particular focus on social justice, literacy and numeracy development, and the use and impact of technology. Students will be encouraged to critique aspects of schooling that can be taken for granted.

- Student teachers will be introduced to models of reflective practice (e.g. Dewey, Schon, Brookfield) as supportive frames for their reflections. This will help them to 1) reflect on the factors that shape them in becoming a teacher (past experiences, schooling, lay theories and cultural understanding of teaching, learning and assessment); 2) identify their pre-conceived assumptions about teaching, learning, assessment and schooling; and 3) develop their trajectory and values in becoming a professional educator. - Student teachers will develop their own 'fictive identity' (Britzman 2003) using philosophies of teaching and learning and consider how this will/may influence their practice. This will be supported by reading and responding to key educational thinkers (e.g. John Dewey, Maxine Greene, Paulo Freire, Peter McLaren, Deborah Britzman etc.). - Student teachers will establish and define their role as agents of change in school and society which intersect with social justice, technology, and literacy and numeracy. - Student teachers will be introduced to the concept of teacher as researcher; they will explore why and how such a concept applies to teaching through evidence-based practice.

On successful completion of this module, students will be able to: 1. Identify the concept of 'teacher as researcher' as a lifelong learning process in the teaching profession. 2. Examine and adopt models of reflective practice to develop as a reflective teaching practitioner. 3. Frame and reframe preconceived views and assumptions regarding teaching and learning, with a particular focus on social justice, literacy and numeracy, and the use of technology within education. 4. Develop a teacher trajectory and values using philosophies of teaching and learning that intersect with social justice, literacy and numeracy and technology. 5. Appraise teacher's roles and practices through evidence-based practice.

On successful completion of this module, students will be able to: 1. Express commitment to lifelong personal and professional learning and reflection. 2. Exemplify communication and literacy skills through peer engagement in professional conversations and written reflective pieces. 3. Appreciate the significance of being literate and numerate, inclusive, and technology literate and the impact these have on one's educational experiences. 4. Value the role of teachers as agents of change in school and society, particularly in relation to issues of social justice.

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Students will attend one 2 hour lecture and one 2 hour tutorial in this module. These hours will combine relevant theoretical and practical perspectives on self-reflection, critical reflection and reflective practice in education in order to promote the concept of 'teacher as researcher'. Key educational thinkers will be introduced (e.g. John Dewey, Maxine Greene, Paulo Freire, Peter McLaren, Deborah Britzman etc.) and their key ideas will be discussed and critiques. Students will experience the opportunity to engage in acquiring new knowledge and skills through various teaching methodologies such as discussion, active learning strategies, group work and presentations using technology. It will also help develop their teaching philosophy and as part of this module students will complete a written teaching philosophy as part of their teaching portfolio.