Master of Teaching (Secondary)
Master of Teaching (Secondary)
The Master of Teaching (Secondary) is a graduate entry initial teacher education program. Candidates may complete up to three designated teaching areas based on their background studies from the following: English, Mathematics, Science, Aboriginal Studies, Agriculture, Business Studies / Commerce, Computing, Drama, Economics / Commerce, Geography, History, Languages, Legal Studies,…
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COURSE DESCRIPTION
The Master of Teaching (Secondary) is a graduate entry initial teacher education program. Candidates may complete up to three designated teaching areas based on their background studies from the following: English, Mathematics, Science, Aboriginal Studies, Agriculture, Business Studies / Commerce, Computing, Drama, Economics / Commerce, Geography, History, Languages, Legal Studies, Music, Society and Culture, Studies of Religion, and Visual Arts. Furthermore, it should be noted that candidates should abide by the letter of offer in terms of their teaching areas. Candidates may also choose the Master of Teaching (Secondary) to take advantage of the Teaching English as an Additional Language or Dialect (EAL/D) specialisation and/or the extended curriculum programs in English, Mathematics, Science, Music.
Sixty days of professional experience are spread across three units in the course, including an ‘online demonstration school’ and a professional experience internship. Students are also introduced to research principles and methods and complete a research project as part of their candidature.
Course Aims
The Master of Teaching (Secondary) aims to provide graduates with:
(i) an accredited professional qualification meeting the requirements of the Australian Institute for Teaching and School Leadership (AITSL) for initial teacher education programs, and ensuring all graduates meet the Australian Professional Standards for Teachers at the Graduate Career Stage; and
(ii) UNE Graduate Attributes, as detailed below; and
(iii) a knowledge of research methods and the skills to apply these in the context of education.
Learning Outcomes
Upon completion of this course, students will be able to:
- know students and how they learn. Have a current knowledge and understanding of research into teaching, learning and child development and how to apply such research to the needs of the students in the secondary school;
- know the content of their teaching discipline/s and how to teach it/them;
- plan and implement effective teaching and learning with a high level of personal autonomy and professional accountability;
- assess, provide feedback and report on student learning. Communicate, negotiate, collaborate and advocate effectively and relate well to all the school’s community;
- engage in professional learning and set personal targets and take responsibility for their own development. Demonstrate a knowledge of research principles and methods applicable to the field of Education, and plan and execute a substantial research-based project and/or piece of scholarship; and
- create and maintain supportive and safe learning environments, and engage professionally with colleagues, parents/careers and the community. Behave with integrity underpinned by moral purpose, model values and ethical perspectives in relation to own and the school’s practice and organisation. Promote democratic values including active citizenship and inclusion.
REQUIREMENTS
A candidate shall:
(a) hold a relevant AQF Level 7 Bachelor degree of a recognised Australian University or tertiary institution (or overseas equivalent as assessed by Australian Education International – National Office of Overseas Skills Recognition (AEI-NOOSR)), with a minimum GPA of 3.50; and
(b) satisfy the School of their suitability for teaching through the satisfactory completion of the Personal Statement for Initial Teacher Education Course Entry.
Applicants’ undergraduate (and appropriate postgraduate) studies must include units meeting the NESA subject content requirements for their intended teaching area/s in the secondary school curriculum areas.
First teaching area
Candidates in their undergraduate (and appropriate postgraduate) studies will have successfully undertaken the equivalent of three-quarters of a year 0.75 Equivalent Full Time Study Load – EFTSL) of discipline study, usually comprising sequential units taken over three years. In most programs, this requirement equates to six units, with no more than two units at first-year level and no fewer than two units at third-year level.
An IELTS (Academic) overall score of at least 6.0 with no sub-band less than 5.5; or equivalent TOEFL score of at least 213 in the computer-based test; or at least 79 in the internet-based test with no less than 22 in the written component; or a PTE Academic minimum overall score of 57 with no skill less than 50.
EDUCATIONAL INSTITUTION
The University of New England was originally formed in 1938 as the New England University College, a College of the University of Sydney. It became fully independent in 1954. The university is located on several sites in Armidale, NSW. All the programs are offered via the four faculties: Arts; Economics, Business and Law; Education, Health and Professional Studies; and The Sciences; these faculties incorporate 18 teaching schools. Research is offered in the areas of rural science, agricultural economics, geology, educational administration, linguistics, archaeology, etc.
