2 x 3-hour workshop-1s per semester 2 x 7-hour workshop-2s per semester
1 Admission into MEDCP-Master of Education (Cog Psych & Educational Prac) 1a Admission into MEDLM-Master of Education (Leadership and Management) 1b Admission into MEDOS-Master of Education 1c Admission into MEDSE-Master of Education (Special Education) 1d Admission into MEDWS-Master of Education 1e Admission into MEDCPP-Master of Education (Cog Psych & Educational Prac) [1.5 years] 1f Admission into MEDGEP-Master of Education (Gifted Education) [1.5 years] 1g Admission into MEDIBP-Master of Education (International Baccalaureate) [1.5 years] 1h Admission into MEDSEP-Master of Education (Special Education) [1.5 years] 1i Admission into MEDLMP-Master of Education (Leadership and Management) [1.5 years] 1j Admission into MEDWSP-Master of Education [1.5 years] 1k Admission into MEDWM-Master of Education (Wellbeing and Positive Mental Health) 1l Admission into MEDWMP-Master of Education (Wellbeing and Positive Mental Health) [1.5 years] 1m Admission into MEDUOS-Master of Education 1n Admission into MED-Master of Education 1o Admission into MLE-Master of Leadership in Education 1p Admission into GCE-Graduate Certificate in Education 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 1p)) or ((2 or 2a or 2b or 2c) and 3))
Sound knowledge of adult learning theory.
The topic analyses the many and varied models of professional learning, together with current policies and research about teachers' learning. Attention is also given to organisational issues associated with teachers' learning and change in professional practice.
This topic aims to:
introduce the research and policy on contemporary models of professional learning
make connections between theories of learning, models of professional learning and change
Expected learning outcomes
At the end of this topic participants will be able to:
draw on relevant research to analyse models or examples of professional learning identifying affording or inhibiting factors that influence outcomes and subsequently make recommendations for improved models and policy development
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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