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Master of Teaching (Early Childhood) (MC-TEACHEC)
Masters (Coursework)Year: 2017 Delivered: On Campus (Parkville)
About this course
- Overview
- Entry and participation requirements
- Attributes, outcomes and skills
- Course structure
- Further study
- Notes
Coordinator
Associate Professor Tricia Eadie
Contact
Melbourne Graduate School of Education
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Contact Stop 1
Future students:
Overview
Award title | Master of Teaching (Early Childhood) |
---|---|
Year & campus | 2017 — Parkville |
CRICOS code | 093410A |
Fees information | Subject EFTSL, level, discipline and census date |
Study level & type | Graduate Coursework |
AQF level | 9 |
Credit points | 200 credit points |
Duration | 24 months full-time or 48 months part-time |
The Master of Teaching (Early Childhood) focuses on learning and teaching for children aged birth-eight years, and provides a qualification for registration to teach in early childhood settings. The course is completed in two years full time, or in three and a half years part time.
Teacher Candidates may choose to exit after completing the first 150 points of study, with a Graduate Diploma of Teaching (Early Childhood). The Graduate Diploma also provides a qualification for registration to teach in early childhood settings (birth-five years).
Teacher Candidates that continue to complete the 200-point Master of Teaching (Early Childhood) have options for research preparation or specialist studies in early childhood (coursework option). Specialist studies include a capstone project, a suite of electives and the choice of an enriched placement in alternative settings that can be linked to a specific area of interest.
Links to further information
http://education.unimelb.edu.au/study_with_us/become_a_teacher
Entry requirements
1. In order to be considered for entry, applicants must have completed:
• an undergraduate degree in any discipline; and
• a selection test as determined by the Selection Committee.
Meeting these requirements does not guarantee selection.
2. In ranking applications, the Selection Committee will consider:
• prior academic performance; and
• the results of the selection test.*
3. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Academic Board rules on the use of selection instruments.
4. Applicants are required to satisfy the University’s English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7+ is required.
Note.
(a) The Academic Board may prescribe minimum grade point averages for undergraduate studies that must be met by applicants eligible for Guaranteed Entry in a given year. Applicants not eligible for Guaranteed Entry will normally be required to have a grade point average for undergraduate studies at least as high as the prescribed minimum for Guaranteed Entry.
(b) All applicants must have a valid Working with Children Check prior to the commencement of the Practicum subjects, and for the duration of the program.
(c) Higher English standards than those normally required for admission to postgraduate study at the University of Melbourne may be needed for eligibility for Australian teacher registration on graduation. The Selection Committee may require applicants who have not recently completed a full undergraduate degree in Australia or New Zealand to demonstrate English language ability using one of the standard tests approved by the Academic Board at performance band 7+, even if their prior study of the English language, or their prior education and assessment in an English language university, would normally exempt them from standard testing.
* Details of the selection test are available on the Melbourne Graduate School of Education’s Teacher Capability Assessment Tool (TCAT) website.
Inherent requirements (core participation requirements)
The Melbourne Graduate School of Education welcomes applications from students with disabilities. It is University and Graduate School policy to take reasonable steps to enable the participation of students with disabilities, and reasonable adjustments will be made to enhance a student’s participation in the Graduate School’s programs.
The core participation requirements for study in the Melbourne Graduate School of Education are:
In all courses
- The ability to comprehend complex information related to education and the disciplines in which the student is teaching.
- The ability to communicate clearly and independently in assessment tasks a knowledge of the content, principles and practices relating to education and other relevant disciplines.
- Behavioural and social attributes that enable a student to participate in a complex learning environment. Students are required to take responsibility for their own participation and learning. They also contribute to the learning of other students in collaborative learning environments, demonstrating interpersonal skills and an understanding of the needs of other students. Assessment may include the outcomes of tasks completed in collaboration with other students.
In courses requiring students to undertake practicum placements
- The ability to undertake professional practice placements independently, including:
a. the ability based on personal maturity to establish a professional relationship with students and interact with them appropriately;
b. the ability to communicate to students the subject matter being taught with clarity and in a way that is age-sensitive;
c. the ability to model literacy and numeracy skills independently for students and in all their interactions meet community expectations of the literacy and numeracy skills teachers should have;
d. the ability to demonstrate skilfully and safely activities required in particular discipline areas being taught (e.g. physical education activities, science laboratory techniques);
e. the ability to create, monitor and maintain a safe physical environment, a stable and supportive psychological environment, and a productive learning environment in their classroom;
f. the ability to establish effective relationships with all members of the school community, including colleagues, students, and caregivers;
g. the ability based on mental and physical health to exercise sound judgment and respond promptly to the demands of classroom situations, and the personal resilience to cope and maintain their wellbeing under stress.
Students who feel a disability will prevent them from meeting the above academic requirements are encouraged to contact the Disability Liaison Unit.
Professional accreditation
Master of Teaching (Early Childhood) is accredited at professional level by the Australian Children's Education and Care Quality Authority (ACECQA).
Intended learning outcomes
At the completion of the Master of Teaching, Graduates will have attained the Australian Professional Standards for Teachers (Graduate Level), and have developed knowledge and competencies associated with the use of the Clinical Teaching Judgement model. In combination, these Master of Teaching learning outcomes will enable graduates to:
- Reflect critically on the ways in which educational theory and research informs teaching practice
- Demonstrate strong subject and pedagogical content knowledge to create productive learning environments that empower learners
- Interpret, design and implement relevant curriculum and pedagogy, integrating digital technologies and differentiating teaching to engage all students in their learning
- Design assessment tools and tasks and interpret data and evidence to make sound clinical judgments about teaching interventions and reflect on the impact of teaching on learning outcomes
- Utilise interventionist teaching practices that promote participation and inclusion to meet the needs of diverse learners
- Demonstrate a high level of 21st century skills and be able to develop these skills in students
- Create and maintain safe and supportive learning environments using knowledge of practical approaches to promote positive behaviours
- Establish and maintain ethical and respectful relationships with students, colleagues and parents, working independently and collaboratively across the school/centre community
- Evaluate the social and political contexts informing education and teaching and interpret the professional standards for teachers
- Demonstrate capacity to reflect upon the effectiveness of teaching practice as well as the impact on student learning
- Demonstrate continuous professional learning through teacher practitioner inquiry and research.
Generic skills
Master of Teaching graduates will develop the following set of key transferable skills:
- Clinical reasoning and thinking
- Problem solving
- Evidence based decision making
- Creativity and innovation
- Teamwork and professional collaboration
- Learning to learn and metacognition
- Responsiveness to a changing knowledge base
- Reflection for continuous improvement
- Linking theory and practice
- Inquiry and research
- Active and participatory citizenship.
Graduate attributes
Graduates of the Master of Teaching will:
- Embody the standards of the teaching profession and support the development of teaching as a profession
- Be practitioners of clinical teaching, who teach for growth for all students using an inclusive, developmental, intervention-based approach that utilizes deep learning and evidence based strategies
- Be culturally and socially aware, able to establish respectful and ethical relationships with students, staff, parents and the broader school communities / early childhood centres
- Be creative, innovative, self-directed and life-long learners, able to link theory and practice and respond to a changing educational landscape.
Course structure
Teacher Candidates complete 200 points of study over two years full time or three and a half years part time to complete the Master of Teaching.
The first 150 points (3 semesters full time; or 5 semesters part time) comprises the Graduate Diploma in Teaching (Early Childhood), which provides a qualification for registration to teach in early childhood settings. Three placements are completed across the Clinical Teaching Practice subjects; 60 days in early childhood settings and 5 days in a primary school setting.
The final 50 points (1 semester full time; or 2 semesters part time) can be undertaken via the options below, to complete the Master of Teaching (Early Childhood):
- Coursework: a capstone experience and electives;
- Research Pathway*: 50 points of research preparation for entry to higher degree research programs, and one elective.
*In order to be eligible to apply for the Research Pathway Option, Teacher Candidates must achieve an average of at least H2A (75%) in the:
-
first 100 credit points of the program for full-time mode students; or
-
first 112.5 credit points of the program for part-time mode students.
All Teacher Candidates must meet the following course progression requirement:
The satisfactory completion of the Australian Commonwealth Government’s National Literacy & Numeracy Test administered by the Australian Council for Educational Research (independently of The University of Melbourne) is necessary in order for each Teacher Candidate to progress beyond 100 credit points (full time) or 112.5 credit points (part time) and continue to the final phase of their course.
Failure to satisfactorily complete the Test by this progression point will result in referral to the Melbourne Graduate School of Education’s Student Progress Sub-Committee and may result in exclusion from the course. Excluded Teacher Candidates may be granted an early exit award of a Graduate Diploma in Pedagogy (Early Childhood) (subject to satisfactory completion of relevant subjects). Alternatively they may be withdrawn from the course.
Subject options
FULL TIME MODE
FIRST YEAR SUBJECTS (Full Time)
Subjects undertaken in the first semester of program
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90895 | Educational Foundations (EC) | Semester 1 (On Campus - Parkville) |
6.25 |
EDUC90898 | Introduction to Clinical Practice (EC) | Semester 1 (On Campus - Parkville) |
6.25 |
EDUC90897 | Infant & Toddler Learning & Development | Semester 1 (On Campus - Parkville) |
12.5 |
EDUC90705 | Language & Literacy Learning in Children | Semester 1 (On Campus - Parkville) |
12.5 |
EDUC90892 | Clinical Teaching Practice (EC) 1 |
March (On Campus - Parkville)
March (On Campus - Parkville)
August (On Campus - Parkville)
|
12.5 |
Subjects undertaken in second semester of program
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90891 | Becoming a Clinical Practitioner (EC) | July (On Campus - Parkville) |
12.5 |
EDUC90890 | 3-8 Year-Olds Learning and Development | July (On Campus - Parkville) |
12.5 |
EDUC90899 | Numeracy in Early Childhood | July (On Campus - Parkville) |
12.5 |
EDUC90893 | Clinical Teaching Practice (EC) 2 | August (On Campus - Parkville) |
12.5 |
SECOND YEAR SUBJECTS (Full Time)
Subjects undertaken in third semester of program
Teacher Candidates that complete the first three semesters (150 points) can graduate with the Graduate Diploma in Teaching (Early Childhood).
Take the 4 subjects below; plus the subject in either the Coursework or Research Pathway Option.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90896 | Educational Leadership (EC & Prim) | Not available in 2017 | 6.25 |
EDUC90563 | Engaging Children in the Arts |
Semester 1 (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
EDUC90889 | Scientific and Environmental Learning | Not available in 2017 | 6.25 |
EDUC90894 | Clinical Teaching Practice (EC) 3 | Not available in 2017 | 12.5 |
Coursework Option
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90748 | Researching Education Practice (EC/EC&P) | July (On Campus - Parkville) |
12.5 |
Research Pathway Option
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90419 | Education Research Methodology |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
Subjects undertaken in fourth semester of program
Continue the Coursework or Research Pathway Option by taking the subjects listed for that option.
Coursework Option
EDUC90749 and 3 electives.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90749 | Education Research Project (EC/EC&P) | Semester 2 (On Campus - Parkville) |
12.5 |
Research Pathway Option
EDUC90558 and 1 elective.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90558 | Education Research Study | Year Long (On Campus - Parkville) |
37.5 |
Electives
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90859 | Autism Intervention | March (On Campus - Parkville) |
12.5 |
EDUC90841 | Comparative Education Theory (EC) | Semester 2 (On Campus - Parkville) |
12.5 |
EDUC90587 | Grammar for Language Teachers |
Semester 1 (On Campus - Parkville)
Semester 2 (On Campus - Parkville)
|
12.5 |
EDUC90766 | Including Learners with Disabilities | July (On Campus - Parkville) |
12.5 |
EDUC90504 | Leadership in Educational Settings | Not available in 2017 | 12.5 |
EDUC90911 | Learning and Cognition: Birth to 3 Years | Not available in 2017 | 12.5 |
EDUC90912 | Measurement and Assessment from Birth | Not available in 2017 | 12.5 |
EDUC90711 | Physical Education Pedagogy | Not available in 2017 | 12.5 |
EDUC90842 | Sociology of Childhood (EC) | Not available in 2017 | 12.5 |
EDUC90916 | Enriched Placement(Alternative Settings) | Not available in 2017 | 12.5 |
EDUC90917 | Enriched Placement: (Arts) | Not available in 2017 | 12.5 |
EDUC90918 | Enriched Placement Global Studies (Int.) | Not available in 2017 | 12.5 |
EDUC90919 | Enriched Placement (Indigenous) | Not available in 2017 | 12.5 |
EDUC90920 | Enriched Placement (Integrated Sciences) | Not available in 2017 | 12.5 |
EDUC90921 | Enriched Placement (International) | Not available in 2017 | 12.5 |
EDUC90922 | Enriched Placement (Place-based Global) | Not available in 2017 | 12.5 |
EDUC90923 | Enriched Placement (Remote) | Not available in 2017 | 12.5 |
PART TIME MODE
FIRST YEAR SUBJECTS (Part Time)
Take the March part time offering of Clinical Teaching Practice (EC) 1, plus the first and second semester subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90892 | Clinical Teaching Practice (EC) 1 |
March (On Campus - Parkville)
March (On Campus - Parkville)
August (On Campus - Parkville)
|
12.5 |
Subjects undertaken in first semester of part time program
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90895 | Educational Foundations (EC) | Semester 1 (On Campus - Parkville) |
6.25 |
EDUC90898 | Introduction to Clinical Practice (EC) | Semester 1 (On Campus - Parkville) |
6.25 |
EDUC90897 | Infant & Toddler Learning & Development | Semester 1 (On Campus - Parkville) |
12.5 |
Subjects undertaken in second semester of part time program
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90891 | Becoming a Clinical Practitioner (EC) | July (On Campus - Parkville) |
12.5 |
EDUC90890 | 3-8 Year-Olds Learning and Development | July (On Campus - Parkville) |
12.5 |
SECOND YEAR SUBJECTS (Part Time)
Take the March part time offering of Clinical Teaching Practice (EC) 2, plus the third and fourth semester subjects.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90893 | Clinical Teaching Practice (EC) 2 | August (On Campus - Parkville) |
12.5 |
Subjects undertaken in third semester of part time program
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90705 | Language & Literacy Learning in Children | Semester 1 (On Campus - Parkville) |
12.5 |
EDUC90563 | Engaging Children in the Arts |
Semester 1 (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
Subjects undertaken in fourth semester of part time program
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90899 | Numeracy in Early Childhood | July (On Campus - Parkville) |
12.5 |
THIRD YEAR SUBJECTS (Part Time)
Subjects undertaken in fifth semester of part time program
Teacher Candidates that complete the first 150 credit points can graduate with the Graduate Diploma in Teaching (Early Childhood).
Take the 3 subjects below plus the subject in either the Coursework or Research Pathway Option.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90896 | Educational Leadership (EC & Prim) | Not available in 2017 | 6.25 |
EDUC90889 | Scientific and Environmental Learning | Not available in 2017 | 6.25 |
EDUC90894 | Clinical Teaching Practice (EC) 3 | Not available in 2017 | 12.5 |
Coursework Option
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90748 | Researching Education Practice (EC/EC&P) | July (On Campus - Parkville) |
12.5 |
Research Pathway Option
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90419 | Education Research Methodology |
February (On Campus - Parkville)
July (On Campus - Parkville)
|
12.5 |
Subjects undertaken in sixth semester of part time program
Coursework Option
Part time Teacher Candidates take 37.5 points of subjects which includes 3 electives.
Research Pathway Option
Part time Teacher Candidates take 31.25 points of subjects, which includes Part 1 of the continuing subject Education Research Study (EDUC90931; 18.75 pts) and 1 elective.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90931 | Education Research Study Part 1 | Semester 2 (On Campus - Parkville) |
18.75 |
FOURTH YEAR (Part Time)
Subjects undertaken in seventh semester of part time program
Coursework Option
Part time Teacher Candidates take 12.5 points to complete the Educational Research Project.
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90749 | Education Research Project (EC/EC&P) | Semester 2 (On Campus - Parkville) |
12.5 |
Research Pathway Option
Part time Teacher Candidates take Part 2 of the continuing subject Education Research Study (EDUC90932; 18.75 pts).
Code | Name | Study period | Credit Points |
---|---|---|---|
EDUC90932 | Education Research Study Part 2 | Not available in 2017 | 18.75 |
Further study
Graduates who successfully complete the Research option with the achievement of a H2A GPA are eligible to apply for entry to the Doctor of Education program or a PhD. Please note also that graduates of an undergraduate Honours degree may already be eligible for doctoral studies, subject to the same entry and achievement requirements.
This entry shows the course structure for students commencing the course in 2017. Students who commenced this course in a previous year should refer to the appropriate previous year's Handbook entry for their course structure.
Last updated: 10 February 2024