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Professional Learning Capstone (EC&P) (EDUC91004)
Graduate courseworkPoints: 25Dual-Delivery (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Semester 2 (Extended)
Overview
| Availability | Semester 2 (Extended) - Dual-Delivery |
|---|---|
| Fees | Look up fees |
This subject involves students undertaking a substantial project requiring an independent investigation of a topic that they regard as directly related to their own professional practice and/or within their area of specialisation. Students will draw on theory, knowledge and skills developed through their degree to design and complete their professional capstone project. The project can be a:
- workplace investigation negotiated by the student with the relevant host organisation;
- theoretical or explorative study; or
- research project involving secondary data analyses.
Note that students will not be allowed to undertake any project that involves the collection of primary data that requires Human Research Ethics Approval.
Students will demonstrate their ability to define a problem, review relevant theoretical and practical literature, design an approach and apply it to their defined problem. Students will present their scholarly findings in a conference presentation format (designed for the subject) that facilitates peer learning and fosters professional alliances and networks.
Intended learning outcomes
On completion of this subject students should be able to:
(Graduate Standards refers to the Graduate-level Australian Professional Standards for Teachers)
- Demonstrate knowledge of the processes in the conduct of research; (Graduate Standard 6.2)
- Demonstrate an ability to design a feasible project for independent research (Graduate Standard 6.2)
- Demonstrate a depth of knowledge in an area of contemporary research and practice in education (Graduate Standards 6.2)
- Demonstrate a capacity to engage in reflective, critical discussion of current issues in existing research in education (Graduate Standards 6.2, 6.3)
- Demonstrate an understanding of ethical issues in education research (Graduate Standard 7.1)
- Discuss findings based on systematic analysis of data (Graduate Standards n/a)
- Identify and explain the implications of their project findings for improving education practice (Graduate Standard 6.4)
- Demonstrate a capacity to extend professional learning through research (Graduate Standards 6.1, 6.2)
Generic 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
Last updated: 3 November 2022
Eligibility and requirements
Prerequisites
Completion of 112.5 points of study in the MC-TEACHEP Master of Teaching (Early Childhood and Primary).
Corequisites
None
Non-allowed subjects
EDUC90748 Researching Education Practice (EC/EC&P) - no longer offered
EDUC90749 Education Research Project (EC/EC&P) - no longer offered
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 3 November 2022
Assessment
| Description | Timing | Percentage |
|---|---|---|
Abstract for conference paper
| First half of the teaching period | 10% |
Oral Presentation (in a Conference Format) 20 minutes presentation and 10 minutes questioning
| End of the teaching period | 30% |
Conference paper
| End of the assessment period | 60% |
| Hurdle requirement: Completion of an online research module, early in the subject, to be negotiated with the subject coordinator | Throughout the semester | N/A |
| Hurdle requirement: On-campus delivery: A minimum of 80% attendance at all scheduled on-campus sessions | Throughout the semester | N/A |
Last updated: 3 November 2022
Dates & times
- Semester 2 (Extended)
Principal coordinator Pip Robinson Mode of delivery Dual-Delivery (Parkville) Contact hours 48 hours online (comprising online delivery and a virtual conference) Total time commitment 340 hours Teaching period 28 June 2021 to 5 November 2021 Last self-enrol date 9 July 2021 Census date 31 August 2021 Last date to withdraw without fail 24 September 2021 Assessment period ends 19 November 2021 Semester 2 (Extended) contact information
Time commitment details
340 hours
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
Samaras, A. P. (2011). Self-Study Teacher Research: Improving Your Practice Through Collaborative Inquiry. Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781452230481.n1
Electronic readings will be made available on the LMS.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Early Childhood and Primary)
Last updated: 3 November 2022