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Professional Learning Capstone (EC) (EDUC91005)

Graduate courseworkPoints: 25Online

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Overview

Availability
January - Online
January - Online
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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: 13 March 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
No longer available
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: 13 March 2024

Assessment

DescriptionTimingPercentage

Abstract for conference paper

  • 1000 words
Early in the teaching period10%

Oral Presentation (in a Conference Format) 20 minutes presentation and 10 minutes questioning (equivalent to 3000 words)

  • 30 minutes
End of the teaching period30%

Conference paper

  • 6000 words
End of the assessment period60%

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 periodN/A

Attendance

Hurdle requirement: On campus delivery: A minimum of 80% attendance at all scheduled on-campus sessions		Throughout the teaching periodN/A

Last updated: 13 March 2024

Dates & times

  • January - Online
    CoordinatorTan Chyuan Chin
    Mode of deliveryOnline
    Contact hoursOnline: 48 hours online (comprising online delivery and a virtual conference) This availablitiy is only for students due to complete their MTeach (EC) studies in mid-2024.
    Total time commitment340 hours
    Teaching period29 January 2024 to 18 April 2024
    Last self-enrol date14 February 2024
    Census date 1 March 2024
    Last date to withdraw without fail26 April 2024
    Assessment period ends10 June 2024

    January contact information

    tanchyuan.chin@unimelb.edu.au

  • January - Online
    CoordinatorTan Chyuan Chin
    Mode of deliveryOnline
    Contact hoursOnline: 48 hours online (comprising online delivery and a virtual conference) This availability will run over the full year. It is for all students except those planning to complete their studies in mid-2024.
    Total time commitment340 hours
    Teaching period29 January 2024 to 20 September 2024
    Last self-enrol date15 March 2024
    Census date 5 April 2024
    Last date to withdraw without fail 2 August 2024
    Assessment period ends14 November 2024

    January contact information

    tanchyuan.chin@unimelb.edu.au

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: 13 March 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:

    TypeName
    CourseMaster of Teaching (Early Childhood)

Last updated: 13 March 2024