Year
2020
Units
4.5
Contact
2 x 3-hour workshop-1s per semester
2 x 7-hour workshop-2s per semester
Prerequisites
1 Admission into MEDUOS-Master of Education
1a Admission into MEDCP-Master of Education (Cog Psych & Educational Prac)
1b Admission into MEDER-Master of Education (Ed Research, Evaluation and Assessment)
1c Admission into MEDLM-Master of Education (Leadership and Management)
1d Admission into MEDOS-Master of Education
1e Admission into MEDSE-Master of Education (Special Education)
1f Admission into MEDWS-Master of Education
1g Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years]
1h Admission into MEDERP-Master of Education (Ed Research, Evaluation and Assessment) [1.5 years]
1i Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years]
1j Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years]
1k Admission into MEDSEP-Master of Education (Special Education) [1.5 years]
1l Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years]
1m Admission into MEDWSP-Master of Education [1.5 years]
1n Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health)
1o 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 1n or 1o)) or ((2 or 2a or 2b or 2c) and 3))
Enrolment not permitted
1 of EDES9407, EDES9407D has been successfully completed
Topic description
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.
Educational aims
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