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Professional Learning Capstone (Sec) (EDUC91015)
Graduate courseworkPoints: 25Online
To learn more, visit 2023 Course and subject delivery.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
February
Year Long (Extended)
Overview
Availability | February - Online Year Long (Extended) - 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
Admission into the MC-TEACHSA Master of Teaching (Secondary)
AND
Completion of 112.5 credit points of study in the Master of Teaching (Secondary).
Corequisites
None
Non-allowed subjects
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC90759 | Education Research Project | February (Online) |
12.5 |
EDUC90758 Researching Education Practice (SEC) (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: 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
| 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 | N/A |
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
- February - Online
Principal coordinator Pip Robinson Coordinator Chris Speldewinde Mode of delivery Online Contact hours The February study period is for TCs following the Accelerated MTeach (Sec) plan. 48 hours online (comprising online delivery and a virtual conference) Total time commitment 340 hours Teaching period 6 February 2023 to 28 April 2023 Last self-enrol date 22 February 2023 Census date 10 March 2023 Last date to withdraw without fail 5 May 2023 Assessment period ends 12 June 2023 February contact information
- Year Long (Extended) - Online
Principal coordinator Pip Robinson Coordinator Chris Speldewinde Mode of delivery Online Contact hours The Year Long availability is for TCs following the Standard MTeach (Sec) plan. 48 hours online (comprising online delivery and a virtual conference) Total time commitment 340 hours Teaching period 6 February 2023 to 22 October 2023 Last self-enrol date 17 February 2023 Census date 31 May 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 20 November 2023 Year Long (Extended) contact information
Time commitment details
340 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
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 Canvas.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary)
Last updated: 10 February 2024