Professional Learning Capstone (MTeach) (EDUC91152)
Graduate courseworkPoints: 25Off Campus
Overview
| Availability | Year Long - Off Campus |
|---|---|
| Fees | Look up fees |
This Professional Learning Capstone experience is a year-long subject that serves as a culminating synthesis of the learning, teaching and research occurring across the Master of Teaching. In the Capstone, Teacher Candidates/ Interns 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/ Interns 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/ Interns explore issues and strategies around ethical and safe ICT use.
Teacher Candidates/ Interns 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 subject Teacher Candidates/ Interns 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 their 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/Interns 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/ Interns should be able to:
- 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: 4 March 2025
Eligibility and requirements
Prerequisites
OPTION 1
Completion of at least 100 points from Master of Teaching (Secondary)
AND
All of
EDUC91092 Engaging and Assessing Learners (Sec) 1
EDUC91121 Engaging and Assessing Learners (Sec) 2
OPTION 2
Completion of at least 100 points from Master of Teaching (Secondary) Internship
AND
All of
EDUC91203 Engaging and Assessing Learners (SI) 1
EDUC91204 Engaging and Assessing Learners (SI) 2
OPTION 3
Completion of at least 100 points from the Master of Teaching (Primary)
AND
All of
EDUC91078 Engaging and Assessing Learners (Prim) 1
EDUC91081 Engaging and Assessing Learners (Prim) 2
OPTION 4
Completion of at least 112.5 points from the Master of Teaching (Early Childhood and Primary)
AND
All of
EDUC91062 Engaging and Assessing Learners (ECP) 1
EDUC91065 Engaging and Assessing Learners (ECP) 2
OPTION 5
Completion of at least 100 points from the Master of Teaching (Early Childhood)
AND
All of
EDUC91048 Engaging and Assessing Learners (EC) 1
EDUC91051 Engaging and Assessing Learners (EC) 2
Corequisites
None
Non-allowed subjects
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| EDUC91015 | Professional Learning Capstone (Sec) |
February (Online)
February (Online)
|
25 |
| EDUC90999 | Professional Learning Capstone (Interns) | February (Online) |
25 |
| EDUC91009 | Professional Learning Capstone (Prim) |
February (Online)
February (Online)
|
25 |
| No longer available | |||
| EDUC91004 | Professional Learning Capstone (EC&P) | February (Online) |
25 |
| No longer available | |||
| EDUC91005 | Professional Learning Capstone (EC) |
February (Online)
February (Online)
|
25 |
| No longer available | |||
| EDUC91301 | Professional Learning Capstone (Sec Acc) | February (Off Campus) |
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Conference proposal: Written proposal drawing together WIL and self-study
| Mid semester 1 | 10% |
Capstone conference presentation: Individual oral video presentation (20 minutes) and peer review (10 minutes)
| Late semester 2 | 30% |
Conference Paper: Self-study conference paper exploring teaching practice
| During the semester 2 examination period | 60% |
Online modules
| Early semester 1 | N/A |
Work Integrated Learning Experience
| Winter/Mid semester 2 | N/A |
Attendance Hurdle requirement: A minimum of 75% attendance at synchronous sessions. | Throughout the teaching period | N/A |
Last updated: 4 March 2025
Dates & times
- Year Long - Off Campus
Coordinator Pip Robinson Mode of delivery Off Campus 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 3 March 2025 to 26 October 2025 Last self-enrol date 14 March 2025 Census date 2 June 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 21 November 2025 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.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
This subject contributes to the following:
- Links to additional information
Faculty of Education: https://education.unimelb.edu.au/
Last updated: 4 March 2025