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Master of Education - Queensland University of Technology |
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TEL: 0207 193 7932 \n
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Master of Education (ED79)
| | Domestic entry: | | February and July |
| | CRICOS code: | | 064908D |
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| | International entry: | | February and July |
| | Course duration (full-time): | | 1 year |
| | Course duration (part-time): | | 2 years |
| | Course duration (external): | | 1 or 2 years |
| | Total credit points: | | 96 |
| | Standard credit points/full-time semester: | | 48 |
| | Course coordinator: | | Dr Alan Roberts |
| | Campus: | | Kelvin Grove |
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Course Overview
The Master's program focuses on specialised study areas that are currently in demand and featuring innovative areas. The course has a fresh new approach to learning that values both the individual component and peer-to-peer relationships.
These programs will suit teachers, educators and graduates with relevant employment experience who are seeking to make a career change within education or enhance their existing education career.
International Programs of Study
Recommended programs of study are available for international students. Please refer to the structures section for more information.
Entry Requirements
Applicants for the Master of Education must hold:
- An appropriate four year Bachelor degree or equivalent at a standard acceptable to the Executive Dean
OR
- A three year bachelor degree or equivalent at a standard acceptable to the Executive Dean PLUS at least one year of appropriate professional or industrial experience.
Students undertaking study areas in Early Childhood Teaching, Public Education, School Guidance and Counselling, and Teacher-Librarianship (subject to approval) must be registered teachers.
International Students studying in Australia on a Student Visa may only enrol in full-time internal programs offered on-campus. Due to this, International students cannot take most of the listed study areas. See 'Study Area Overview'.
International Students must have the appropriate English language proficiency level to study their proposed course before they are admitted into QUT. There are two formal tests of English proficiency which QUT will accept: IELTS and TOEFL.
- IELTS: overall band score of 6.5 with no sub-band below 6.0; or
- TOEFL (iBT): overall score of 90 with no sub-score below 20 (if TOEFL permitted by visa requirements).
You may be exempt from taking a formal test if your secondary or post-secondary studies were conducted entirely in English and you have passed an English language or one or more communication subjects.
Study Area Overview
Domestic Students:
Career Development
Early Childhood Teaching
Early Years
Education Research: Theory and Practice
Higher Education
Information Communication Technology
Information-Learning Connections
Leadership and Management
Learning Innovations and Futures
Public Education
School Guidance and Counselling - Option A
School Guidance and Counselling - Option B
Studies in Literacy
Teacher-Librarianship
Teaching for Diversity: Disabilities and Learning Difficulties
Vocational Education and Training
International Students:
Generic Program for International Students
Early Years Program for International Students
Leadership and Management for International Students
Study Areas - Domestic Students:
Career Development
The field of career development has undergone significant change with the attendant demand for accountability and accreditation. Successful completion of this study area will enable you to work as a career counsellor, career teacher or career coach. The Career Development study area is recognised by Career Industry Council of Australia (CICA). This endorsement has been granted for a five year period until 2014.
Successful completion of the three (3) online Australian Career Development Studies modules available through DEST will enable you to receive 12 credit points of advanced standing which will go towards satisfying the study area requirements.
Early Childhood Teaching
The study area will enable you to develop in-depth theoretical and practical knowledge and understanding of current theory and research that will inform effective practice with young children and their families in early years programs and services.
This is a specialist study area which enables qualified teachers upon completion, to become early childhood specialists, both in schools and as leaders in child care settings. Furthermore, the Early Childhood Teaching study area is recognised as a specialist early childhood qualification with Queensland Department of Communities and the Creche and Kindergarten Association (C&K).
Early Years
Early years programs have significant importance in current education policies, nationally and internationally. Early childhood research has consistently provided evidence that the experiences and environments of children in the early years are important to strong social-emotional development and positive learning outcomes through school and into adulthood. Thus, the early years has consequences for children?s health and well-being across their life course. Because of increased recognition of the importance of the early years to later outcomes, there is increased demand for highly trained professionals who can support the diverse learning needs of young children.
It should enable you to develop your knowledge and understanding of current theory and research that will inform effective practice with young children and their families in early years programs and services.
Education Research: Theory and Practice
This study area will encourage and enhance critical thinking in a specific area of education of interest to you and provide the research grounding in a focussed area to give you the option to progress into higher degree study. While you may wish to pursue this area as an end in itself, you may wish to move to specific research projects either for awards within the higher education sector or as part or your work within specific organisations.
Higher Education
Teaching and learning are core functions of all higher education institutions. The need to ensure quality in teaching and learning within the higher education sector is increasingly a focus of a number of initiatives. This study area develops and extends your skills in teaching, explores teaching and learning theories and the strategies, models and concepts that are relevant to teaching and learning in a higher education setting, and develops the capacity to critically reflect on professional practice.
Professional development activities undertaken by staff may be recognised for advanced standing into the study area. You will need to complete an Advanced Standing application form and document appropriately for consideration by the Faculty.
Information and Communication Technology (ICT)
This study area will enhance your knowledge of ICT in teaching and learning. The content will provide the bridge between theory and practice in the use of ICT in teaching and learning. Major theoretical frameworks will be introduced in order to analyse and plan effective learning experiences with ICT. Curriculum needs related to integration of ICT will be critically evaluated. The final leadership unit will allow teachers aspiring to be leaders to address critical ICT agendas and encourage informed policy development.
Information-Learning Connections
This study area enables you to extend your conceptual understandings and professional practices for learning and teaching in rapidly changing information-rich learning environments. It will provide an opportunity for your career development across Education, Librarianship, and Information Services. Potential students include: experienced teachers and teacher-librarians; academics; instructional designers; academic developers; learning support specialists; academic, public and corporate librarians; information professionals; workplace educators.
Leadership and Management
The Leadership and Management study area focus lies with building and enhancing leadership capacity in aspiring and existing leaders. The units provide leaders with requisite knowledge and understanding of central concepts connected to leading others, leading change processes, understanding and interpreting policy, and strategic managerial skills required in planning, monitoring and evaluating organisational systems.
Learning Innovation and Futures
This study area will encourage you to consider the nature and direction of innovation and learning futures in the context of your professional learning environments and contexts. It will provide opportunities for you to consider the current and future directions of learning in learning environments in general and your own professional context in particular, both by achieving mastery of current futures orientated literature and by applying this knolwedge to your own personal and professional situation.
It will enhance the theoretical understandings and professional expertise of educators and learning facilitators who are knowledgeable about emerging trends in the educational implications of technology and society and who wish to develop their own potential as innovative leaders.
Public Education
This is a study area offered collaboratively by three Universities, QUT, The University of Queensland, and James Cook University. You will become a specialist in the issues that face the public education system, in particular how the rapidly changing world affects teaching, learning environments and leadership. You will be required to undertake cross-institutional study to satisfy the study area requirements.
Cross-institutional study - you must ensure that you comply with the administrative dates for cross-institutional study at The University of Queensland or James Cook University. Students in a Commonwealth supported place at QUT may apply to the host institution to undertake the units on a Commonwealth supported basis. You must complete a new Request for Commonwealth support and HECS-HELP Form for the Commonwealth supported units you are going to study and forward the form to the host institution. The form must be completed prior to the census date of the first teaching period.
School Guidance and Counselling - Options A and B
This study area is suitable for guidance officers seeking to advance their knowledge or qualified teachers seeking a career change. The School Guidance and Counselling study area is recognised by Education Queensland, Catholic Education, and Independent Schools as a Guidance Officer qualification in Qld schools. School Guidance and Counselling - Option B will enable you to meet the School Guidance and Counselling requirements and the Career Industry Council of Australia (CICA) professional standards. This endorsement has been granted for a five year period until 2014.
Studies in Literacy
Studies in Literacy afford opportunities for participants to engage with current issues, histories and a breadth of interest domains within the scope of literacy and literate practices. The suite of units is written for a variety of participants including teachers and professional development officers across professions who engage with staff who may have, for example, those who do not have the required level of literacy skills for the contexts in which they work or who do not have English as a first language.
Graduates of the study area would have opportunities to engage with the climate, contexts and debates around literacy and gain substantive learning in areas significant to political, professional, private and community contexts.
Teacher-Librarianship
This is a specialist degree that prepares teachers for professional leadership as teacher-librarians in primary and secondary schools. You may also be eligible for employment in other sectors of library and information work. To practise as a Teacher-Librarian in Australian schools, graduates also need approved teaching qualifications. The study area is recognised by the Australian Library and Information Association (ALIA) for the six year period, January 2006-December 2011. Graduates are eligible for associate (professional) membership of ALIA and may seek employment in a wide range of library and information contexts, including school libraries. The Master of Education (Teacher-Librarianship) maintains close links with the Australian School Library Association (ASLA).
Teaching for Diversity: Disability and Learning Difficulties
While the understanding and application of learning theory is essential to the teaching of all students, most students with learning difficulties and disabilities require specialised instructional approaches in order to maximise their potential and achieve success. In order to address the learning, social, and behavioural needs of these students, teachers and other professionals require an understanding of theoretical models, socio-cognitive processes, current research and best practices related to supporting students with learning difficulties and disabilities. In addition, well-developed skills in consultation, collaborative problem-solving, and reporting are required.
It will appeal to teachers, special education support teachers and allied professionals (e.g., Guidance Officers, social workers, and health professionals) who assist children, adolescents and adults with learning, social and behavioural challenges.
Vocational Education and Training
In recent years, there has been considerable convergence of vocational education and training and ?academic education? within the Australian community. This study area will equip individuals with the understandings and skills necessary to implement and manage Vocational Education and Training initiatives within a range of settings.
It aims to develop the skills and knowledge of participants as critically reflective practitioners with a commitment and confidence to lead vocational education in secondary and post-secondary settings.
Study Areas - International Students:
When choosing a study area, international students are restricted by the ESOS Act and their agreement with QUT. They are required to study 75% of their units 'internally' at the university, therefore most of the above study areas are not suitable.
Generic Program for International Students
The Generic Program for International Students meets the ESOS requirements and provides international students with a variety of units to further develop their education skills and knowledge.
Early Years Program for International Students
The Early Years Program for International Students meets the ESOS requirements and has significant importance in current education policies, nationally and internationally. Early childhood research has consistently provided evidence that the experiences and environments of children in the early years are important to strong social-emotional development and positive learning outcomes through school and into adulthood. Thus, the early years has consequences for children?s health and well-being across their life course. Because of increased recognition of the importance of the early years to later outcomes, there is increased demand for highly trained professionals who can support the diverse learning needs of young children.
It should enable you to develop your knowledge and understanding of current theory and research that will inform effective practice with young children and their families in early years programs and services.
Leadership and Management for International Students
The Leadership and Management for International Students study area meets the ESOS requirements and focuses on building and enhancing leadership capacity in aspiring and existing leaders. The units provide leaders with requisite knowledge and understanding of central concepts connected to leading others, leading change processes, understanding and interpreting policy, and strategic managerial skills required in planning, monitoring and evaluating organisational systems.
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