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Professional Learning Capstone (Sec Acc) (EDUC91301)
Graduate courseworkPoints: 25On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
January
Pip Robinson <pmro@unimelb.edu.au>
Overview
| Availability | January |
|---|---|
| Fees | Look up fees |
This Professional Learning Capstone experience is a half-year subject for Teacher Candidates undertaking the Secondary Accelerated mode that serves as a culminating synthesis of the learning, teaching and research occurring across the Master of Teaching (Secondary). In the Capstone, 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. 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
On completion of this subject Teacher Candidates should be able to demonstrate:
- 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
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91015 | Professional Learning Capstone (Sec) |
January (Online)
January (Online)
|
25 |
| EDUC91152 | Professional Learning Capstone (MTeach) | Year Long (On Campus - Parkville) |
25 |
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
| End of summer period | 10% |
Capstone conference presentation: Individual oral video presentation (20 minutes) and peer review (10 minutes)
| Early semester 1 | 30% |
Conference Paper: Self-study conference paper exploring teaching practice
| During the semester 1 examination period | 60% |
Online modules
| Early semester 1 | N/A |
Work Integrated Learning Experience
| 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
Coordinator Pip Robinson Mode of delivery On Campus (Parkville) Contact hours 60 hours Work Integrated Learning Experience, and 48 hours of coursework (36 hours of synchronous online classes, and 12 hours of asynchronous online activities). Total time commitment 360 hours Teaching period 29 January 2024 to 26 April 2024 Last self-enrol date 15 February 2024 Census date 1 March 2024 Last date to withdraw without fail 26 April 2024 Assessment period ends 10 June 2024 January contact information
Pip Robinson <pmro@unimelb.edu.au>
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., & 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
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 10 February 2024