2 x 3-hour workshop-1s per semester 2 x 7-hour workshop-2s per semester
1 Admission into MEDUOS-Master of Education 1a Admission into MEDCP-Master of Education (Cog Psych & Educational Prac) 1b Admission into MEDLM-Master of Education (Leadership and Management) 1c Admission into MEDOS-Master of Education 1d Admission into MEDSE-Master of Education (Special Education) 1e Admission into MEDWS-Master of Education 1f Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years] 1g Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years] 1h Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years] 1i Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1j Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years] 1k Admission into MEDWSP-Master of Education [1.5 years] 1l Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1m Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 2 Admission into BAMTPR-Bachelor of Arts, Master of Teaching (Primary) 2a Admission into BAMTS-Bachelor of Arts, Master of Teaching (Secondary) 2b Admission into BGSCMTPR-Bachelor of General Science, Master of Teaching (Primary) 2c Admission into BSCMTS-Bachelor of Science, Master of Teaching (Secondary) 3 108 units of study Must Satisfy: (((1 or 1a or 1b or 1c or 1d or 1e or 1f or 1g or 1h or 1i or 1j or 1k or 1l or 1m)) or ((2 or 2a or 2b or 2c) and 3))
Enrolment not permitted
1 of EDES9407, EDES9407D has been successfully completed
This topic will focus on contemporary views of professional learning, teachers' learning and self as learner. There is an emphasis on adult learning theory and reflective practice as vehicles for deepening understanding of the roles of identity, cultural and social contexts in the processes and outcomes of professional learning.
This topic aims to develop:
deep knowledge of adult learning theory and reflective practice associated with teachers' learning and self as learner
skills to design, implement and evaluate original individual professional learning plans
Expected learning outcomes
At the end of this topic participants will be able to:
engage in reflective practice and deepen knowledge of self as learner
identify cultural, social and individual characteristics the enhance or inhibit professional learning
design, implement and evaluate an original professional learning plan for self or others
Key dates and timetable
Timetable details for 2019 are no longer published.
This information is from current details held on the Student Information System. Please report any errors or omissions to the relevant College Office.
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