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Handbook 1997 : Faculty of Education : Bachelor of Teaching
The Bachelor of Teaching is a two year full-time graduate degree for students who have already successfully completed an undergraduate degree. Part-time studies are not available.
The course contains two major initiatives; it prepares teachers for the specialist requirements of either primary or secondary teaching, allowing you to choose the area in which you wish to specialise after experience in primary and secondary schools; and it offers an 'internship' in the second year of the course. The course recognises the curriculum learning areas framework as a guide to curriculum and teaching studies.
The objectives of the Bachelor of Teaching course are to produce graduates:
whose qualification is recognised by the Standards Council for the Teaching Profession and Registered Schools Board (or equivalent bodies);
qualified to specialise at particular levels within the schooling system;
with a strong basic knowledge to contribute to and act on developments in education theory and practice;
able to reflect critically on their own teaching and the practice of education in schools;
with a capacity and motivation for continuing independent learning and professional development;
with the professional skills for effective communication with and accountability to students, parents, colleagues and members of the general community;
with an understanding of professional responsibility and ethical principles in relation to individuals and the community; and
who have, at Honours level, advanced mastery of teaching competencies, extended knowledge and critical understandings of the principles underlying educational processes and organisation, curriculum development and effective teaching and have acquired an understanding of research methodology appropriate to research in Education.
The graduate teacher will be able to:
manage a classroom effectively;
design and implement curriculum change;
communicate and collaborate with teachers and others within the school and its community;
administer and manage professional responsibilities including reporting to students and parents; and
participate in the advancement and improvement of the teaching profession through involvement in professional development activities.
Applicants will have an approved undergraduate degree or equivalent such as a Bachelor of Arts or a Bachelor of Science.
Within this undergraduate degree applicants will have undertaken certain discipline studies, as follows:
One 'major' study. A major study is defined as a sequence of study from first to third year level in which the student has undertaken a major proportion of their workload at each level (e.g. at least one-quarter of the first year workload, one third of the second year workload and one-third of the third year workload), and
One 'sub-major' study. A sub-major study is defined as a sequence of study from first to second year level (e.g. at least one-quarter of the first year workload, one-third of the second year workload).
The course is designed to allow students the flexibility to decide the area in which they wish to specialise after experience in primary and secondary schools. The information given below is designed to help those who have made an early decision on their future teaching role.
Applicants interested in Secondary teaching will normally be qualified to teach in two teaching areas or ' learning area studies' as they are known within the Bachelor of Teaching course. These applicants must satisfy learning area studies requirements within their undergraduate degree, as set out below.
Applicants interested in Primary teaching will also have a 'major' and 'sub-major' within their undergraduate degree. Preference will be given to applicants who meet the following prerequisites.
One of the two Learning Areas (Secondary) studied must meet the prerequisites for a major study.
A high degree of proficiency in all aspects of English is desirable for prospective teachers. You may be required to undertake English language tests as part of the process of selection.
Credit may be granted for previous study, up to a maximum of 90 points. Credit is determined by the Faculty and awarded at the time of enrolment. Credit may be granted for studies undertaken towards a Graduate Diploma in Education (Secondary or Primary) at an approved Australian University. Students who have previously been awarded a teacher education qualification are not eligible for credit.
Credit is not normally granted for studies undertaken more than ten years prior to the year of admission to the degree.
For further details a copy of the Faculty of Education credit policy is available from the Faculty Office.
The Bachelor of Teaching is a two year full-time bachelor degree course. To qualify for the Bachelor of Teaching you must satisfy the following requirements:
accumulate a total of 200 points;
complete the required number of days of approved, supervised experience in schools; and
complete the subjects as listed in the 'Course Outline'.
In the first year the course provides key studies of:
the nature and development of language and literacy in the classroom;
the learning development from childhood to late adolescence;
the social context of schooling covering class, gender, race and ethnicity; and
the nature of learning and curriculum content including lesson preparation and classroom teaching skills.
If you are an intending secondary teacher wishing to undertake a full year Internship in the second year of the course, an honours grade in your school experience at the end of first year will confirm your readiness for independent teaching under the guidance of a mentor.
The second year of the course offers an introduction into a teaching career which draws on prerequisite and corequisite studies to provide an intensive and coordinated approach to learning and school experience. One of the major features of the second year of the course is an internship. You will choose from the three different strands available to second year students.
To qualify for the Bachelor of Teaching (Honours) award you must satisfy the following requirements in addition to the normal course requirements:
attain an average mark of at least 65 over all elements of the course including an average mark of at least 65 in all School Experience and Practice Teaching subjects and in Internship A and/or B; and
attain a mark of at least 70 in the subject School-Related Project (Honours).
The level of the Honours award will depend on the Honours grades accumulated over the two years of the course.
Intending Primary teachers who have completed three years of approved University language study will be eligible to apply to undertake a LOTE specialisation in the second year of the course. You will enrol in School Related Project (LOTE) in addition to completing 22 days of LOTE teaching and at least 20 hours of LOTE methodology studies as part of Internship B.
LOTE specialists at Honours level will be required to enrol in the School Related Project (LOTE) and the School Related Project (Honours).
Except where special permission is given by the Faculty, you must pass the first year of the course before being allowed to proceed to the second year.
Satisfactory progress through the course is dependent on meeting the prerequisite and corequisite subject requirements. These have been set to ensure that the School Experience and Professional Practice subjects and the Internship subjects cannot be undertaken without appropriate support studies and proven readiness.
Leave of absence is not normally available and will only be considered in exceptional circumstances. Enquiries should be directed to the Faculty Office.
The internship component of the Bachelor of Teaching recognises the value of extended preparation before appointment to a teaching position with full professional responsibilities. It allows you to experience independent teaching moderated both by the experienced mentors in the school and University staff. The teaching-learning triad of teacher, intern and teacher educator enhances the conditions for learning.
If the internship arrangement, as agreed, cannot continue the University will negotiate a transfer to another school without penalty and as quickly as possible. If, however, you have not made satisfactory progress and must withdraw from a school, you may be required to demonstrate your readiness to undertake another internship before a new place is negotiated.
Application and selection dates for internships will be set by agreement with schools and advertised to students by the Faculty. It is anticipated that application for the year long internship will be made by November in the previous year and for the semester two internship by the preceding May.
You will apply in writing directly to participating schools. Applications will be based on the internship descriptions provided to the University by schools. School profiles will also be available for student reference. University staff will be available to advise and assist you in the preparation of your applications. The Principals of the schools will arrange appropriate selection processes based on those used for teaching appointments.
Following the offer of an internship position the University, Principal and student will finalise and endorse the internship agreement. The Chief Examiner will approve the agreement in terms of consistency and appropriateness to the objectives of the subject and the course.
The dates for internship subject placements will differ from the academic year dates and will be in line with the school calendar year. Further details will be available at enrolment.
Depending on your teaching area (either primary or secondary teaching), your course structure will vary slightly. There are, however, certain compulsory studies which are common to both specialisations. Details are given below.
460-140 School Experience and Practice Teaching 1 25.0 483-113 Language and Literacy in the Classroom 10.0 476-108 Teachers, Inquiry and Learning 1 10.0 476-102 Young People: Developmental Perspectives and Education 10.0 476-109 Teachers, Inquiry and Learning 2 10.0 482-112 Young People: Social Perspectives and Education 10.0 Learning Area (Secondary) (Two subjects x 12.5 points) 25.0 Total points 100.0
460-207 School Experience and Practice Teaching 3 (Strand 1) 15.0 Learning Area (Secondary) 3 (Two subjects x 5 points) 10.0 Selected Studies 25.0 460-210 Internship B 40.0 460-208 School-Related Project 10.0 OR 460-213 School-Related Project (Honours) 10.0 Total points 100.0
460-209 Internship A (Strand 2 Only) 40.0 Learning Area (Secondary) 3 (Two subjects x 5 points) 10.0 460-210 Internship B 40.0 460-208 School-Related Project 10.0 OR 460-213 School-Related Project (Honours) 10.0 Total points 100.0
Students may enrol in any of the subjects included under this heading.
For details about this course, Course Structure (Combined Bachelor of Music/Bachelor of Teaching).
The following information applies to all Learning Area Secondary 1 subjects:
Credit points: 12.5
Prerequisites: As approved for the particular teaching area.
Corequisites: School Experience and Practice Teaching 1.
Contact: Semester one: 10 hours preceding the final School Experience and Practice Teaching 1 placement at the end of the semester. Semester two: 4 hours of seminars and workshops each week, or equivalent.
On completion of this subject students should be able to:
demonstrate a developing knowledge and understanding of the nature of the learning processes and learning experiences associated with a specific learning area and the specialist teaching subjects within the broad area;
demonstrate a knowledge and understanding of the diversity of teaching strategies in the learning-teaching process as they apply to the specific learning areas, including classroom organisation and the use of resources;
demonstrate knowledge and understanding of the different ways students learn in the specific learning areas;
demonstrate development of their classroom skills, building a repertoire of approaches to teaching which promote effective learning; and
demonstrate an ability to plan learning experiences and to select appropriate teaching strategies and resources to manage learning.
Content: Semester One: Students will study the nature of learning and curriculum content as well as lesson preparation and basic classroom teaching skills and strategies. Semester Two: Students will focus on how learning occurs and how student achievement can be recognised, assessed and reported in a specific learning area. This will build on Semester One studies and will include program development skills and classroom teaching skills with emphasis on how students learn in the learning area; applying learning theories and curriculum development theories by developing teaching strategies appropriate to the learning area; developing effective learning environments appropriate to the learning area; planning learning experiences involving the selection of appropriate teaching strategies and resources and the management of learning; developing appropriate classroom teaching skills; applying assessment theory and practice to the learning area.
Assessment: Assignments totalling 4500 words.
The subject statement which follows applies to each Learning Area 3 subject.
Credit points: 5.0
Prerequisite: Learning Area (Secondary) 2 subject in the appropriate teaching area.
Corequisite: School Experience & Practice Teaching 3 or Internship A.
Contact: 2 hours of seminars and workshops each week or equivalent. (First semester.)
Objectives: On completion of this subject students should be able to:
demonstrate an ability to design, teach and evaluate extended and coherent units of work which cater for diverse characteristics, backgrounds and needs of students;
demonstrate competent use of a variety of models for both summative and formative assessment purposes which are integrated with the formal curriculum; and
demonstrate a knowledge and understanding of the curriculum of the specific learning area within the context of the schooling system.
Content: Students will focus on curriculum theories and development associated with the specific learning area. A program development component will focus on the preparation of sequences of work, use of new technologies, student backgrounds and needs, evaluation, assessment and reporting. The research findings and underlying theories of current curriculum policies in the specific learning area and school systems will be examined.
Assessment: Written work totalling 2000 words including a discussion paper of 1500 words on the major issues for assessment in the learning area and how the different needs of students can be met (80%) and minor written tasks (20%).
Prescribed texts: VCE Study Designs and CDSMs appropriate to the Learning Area Studies of the student (VCAB) 1993. Curriculum and Standards Frameworks (Directorate of School Education) 1995. Other reading will be advised appropriate to each Learning Area Study.
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Handbook 1997 : Faculty of Education : Bachelor of Teaching
Status: OFFICIAL 1997 Last Modified: Wednesday March 12 3:36 pm SGML to HTML Conversion: Information Technology Services Authorised by: Academic Registrar Email Enquiries: Course_Information@registrar.unimelb.edu.au
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