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Professional Learning Capstone (EC) (EDUC91005)
Graduate courseworkPoints: 25Online
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Year Long
Overview
Availability | Year Long - Online |
---|---|
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: 10 February 2024
Eligibility and requirements
Prerequisites
Students must meet one of the following prerequisite options:
Full-time students:
Admission into the MC-TEACHEC Master of Teaching (Early Childhood)
AND
Completion of a minimum of 100 credit points of study
Part-time students:
Admission into the MC-TEACHEC Master of Teaching (Early Childhood)
AND
Completion of a minimum of 112.5 credit points of study
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90748 | Researching Education Practice (EC/EC&P) | No longer available | |
EDUC90749 | Education Research Project (EC/EC&P) | No longer available |
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: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Abstract for conference paper
| Early in the teaching period | 10% |
Oral Presentation (in a Conference Format) 20 minutes presentation and 10 minutes questioning (equivalent to 3000 words)
| End of the teaching period | 30% |
Conference paper
| End of the assessment period | 60% |
Online research module (due early in the subject, to be negotiated with the subject coordinator) Hurdle requirement: Completion of an online research module | Early in the teaching period | N/A |
Attendance Hurdle requirement: On campus delivery: A minimum of 80% attendance at all scheduled on-campus sessions | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- Year Long - Online
Coordinator Pip Robinson Mode of delivery Online Contact hours 48 hours online (comprising online delivery and a virtual conference) Total time commitment 340 hours Teaching period 21 February 2022 to 23 October 2022 Last self-enrol date 4 March 2022 Census date 31 May 2022 Last date to withdraw without fail 23 September 2022 Assessment period ends 18 November 2022 Year Long contact information
Time commitment details
340 hours
Last updated: 10 February 2024
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)
Last updated: 10 February 2024