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Professional Learning Capstone (Sec) (EDUC91152)
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
January
Year Long
Overview
Availability | January - Online Year Long - Online |
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Fees | Look up fees |
This Professional Learning Capstone experience is a year-long (or half-year for Accelerated) subject that serves as a culminating synthesis of the learning, teaching and research occurring across the Master of Teaching (Secondary). In the Capstone, Secondary Teacher Candidates work in a process of critical inquiry to define and resolve complex problems in depth, making all critical decisions about the nature of the work that is undertaken and outcomes that might unfold as a self-study of teaching practice. The Capstone provides Teacher Candidates with the opportunity to take charge of their learning, as they develop resilience and agency through critical reflection and the curation of a digital portfolio. The subject provides enhanced opportunities for critical reflection and growth through identification, exploration and presentation of a self-study learning pathway as they conduct research on the subject, maintain a portfolio of findings or results, and present their learning acquisition or conclusions. Teacher Candidates explore issues and strategies around ethical and safe ICT use.
Teacher Candidates explore their projects through experiential work-integrated-learning that supports the authentic integration of theory and practice as teacher researcher in a site that offers an extended exploration of inquiry. Across the year-long (or half-year) subject Teacher Candidates engage with colleagues as critical friends for professional learning to improve teaching practice. As a high impact capstone, the assessment of the project is a conference presentation and paper designed to disseminate and celebrate the significance of the teaching practice research. The conference is designed as a celebration of achievement and allows for an opportunity to share the quality of the capstone projects and demonstrate an understanding of the rationale for continued professional learning and the implications for improved teaching practice and student learning.
Intended learning outcomes
On completion of this subject, Teacher Candidates should be able to:
- Informed by a work-integrated-learning experience, identify and research a complex or challenging problem and propose solutions for improving teaching practice.
- Design and develop an ethical evidence-based inquiry that informs professional learning to improve teaching practices.
- Reflect critically on theory, scholarship and professional practice and feedback to identify, evaluate and act on opportunities for learning about educational issues and associated theories in existing research.
- Communicate and curate effectively and clearly the role of the teacher as a researcher for a range of audiences.
- Apply professional knowledge and practice through collaborative, respectful, informed and ethical self-study teacher research and engagement with external professionals and community representatives to effect positive outcomes in teaching practice.
- Demonstrate an understanding of the role of the Australian Professional Standards for Teachers in identifying professional learning needs and continuous professional development.
- Demonstrate an understanding of issues and strategies to support the safe and ethical use of ICT.
Generic skills
This subject will develop the following set of key transferable skills:
- Clinical reasoning and evidence-based practice.
- Critical and creative thinking.
- 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.
- Ethical and intercultural understanding.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
Completion of at least 100 points from Master of Teaching (Secondary)
AND
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
EDUC91092 | Engaging and Assessing Learners (Sec) 1 | Semester 1 (On Campus - Parkville) |
12.5 |
EDUC91121 | Engaging and Assessing Learners (Sec) 2 | Semester 2 (On Campus - Parkville) |
12.5 |
Corequisites
None
Non-allowed subjects
EDUC91015 Professional Learning Capstone (Sec)
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 |
---|---|---|
Conference proposal: Written proposal drawing together WIL and self-study
| Standard/ Extended mode: Mid semester 1 Accelerated mode: End of summer period | 10% |
Capstone conference presentation: Individual oral video presentation (20 minutes) and peer review (10 minutes)
| Standard/ Extended mode: Late semester 2 Accelerated mode: Early Semester 1 | 30% |
Conference Paper: Self-study conference paper exploring teaching practice
| Standard/ Extended mode: During the semester 2 examination period Accelerated mode: During the semester 1 examination period | 60% |
Online modules
| Standard/Extended mode: Early semester 1 Accelerated mode: Early semester 1 | N/A |
Work Integrated Learning placement
| Standard/ Extended mode: Winter/Mid semester 2 Accelerated mode: Summer | N/A |
Attendance Hurdle requirement: A minimum of 80% attendance at, or engagement with, all sessions identified as coursework contact hours (may include lectures, tutorials, seminars and workshops, both synchronous and asynchronous). | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- January - Online
Coordinator Pip Robinson Mode of delivery Online Contact hours 60 hours Work Integrated Learning placement, and 48 hours of coursework (online classes) Total time commitment 360 hours Teaching period 30 January 2023 to 28 April 2023 Last self-enrol date 16 February 2023 Census date 3 March 2023 Last date to withdraw without fail 28 April 2023 Assessment period ends 5 June 2023 January contact information
- Year Long - Online
Coordinator Pip Robinson Mode of delivery Online Contact hours 60 hours Work Integrated Learning placement, and 48 hours of coursework (online classes) Total time commitment 360 hours Teaching period 27 February 2023 to 22 October 2023 Last self-enrol date 10 March 2023 Census date 31 May 2023 Last date to withdraw without fail 22 September 2023 Assessment period ends 17 November 2023 Year Long contact information
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.
Additional delivery details
The YEAR LONG availability is for students in the Standard and Extended modes, in their final year of study.
The JANUARY availability is for student in their second-year of the Accelerated mode.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Samaras, A. P., & Freese, A. R. (2006). Self-Study of Teaching Practices Primer. Peter Lang.
Recommended texts and other resources
Samaras, A. P. (2011). Self-study teacher research: Improving your practice through collaborative inquiry. SAGE.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Teaching (Secondary) - Links to additional information
Melbourne Graduate School of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024