Graduate Certificate in Christian Leadership

Excelsia College > Study > Education > Graduate Certificate in Christian Leadership

Graduate Certificate in Christian Leadership

Duration: 1 semester full-time/up to 2 years part-time
Intake: February and July
Delivery: Online and face-to-face
Credit Points: 24
Available to: Domestic students only
IELTS: 6.5 with no band less than 6.0
AQF: Level 8
Tuition Fee: $7,860 (Domestic only)

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This course seeks to develop a depth of understanding of business, theology, and professional leadership through the lens of a Christian world view. Students are encouraged to engage with each other and share their own workplace and life experiences. In this way communities of practice can be formed, further deepen the learning experience and build long-lasting support networks.

Graduate Certificate in Christian Leadership

The Graduate Certificate in Christian Leadership will give students a more in-depth applied knowledge to substantiate a leadership role. Graduates from this course can expect to be well-positioned to lead their professional learning communities and bring about positive change in their organisations and/or their own classrooms.

Course program

Christian leadership recognises that spiritual, emotional and professional development are closely interlinked, and that wellbeing and development of mature identity relies on the integration of character, values, and ethics, as well as application of one’s world view and cultural inheritance in the social and cultural context in which one lives and works.

Explore the key characteristics of Christian leadership and management principles. Develop your own metaphors and modes of leadership and management based on professional experience and world view perspective.

Explore matters relating to:

(i) human development across the lifespan

(ii) the interface between individual development and the broader historical, sociocultural context

(iii) socially and culturally sensitive counselling practice

(iv) how the spiritual domain of human experience affects development for those adhering to a faith world view.

Explore the concept of world view and the ways in which world views influence every facet of education. Students will consider the biblical world view and examine its impact on teaching.

In this unit students have the opportunity to learn about the overarching narrative which binds together the Old and New Testaments, and to reflect deeply on its personal implications for them as a teacher-leader, their world view, and their philosophy of education. The unit provides the analytic tools to develop a biblical theology, and to consider the ways that such analysis might influence practical appropriation of the text. It further provides students with the teaching skills to translate the Bible for others and reflect on its significance to Christian education and Christian educators in every sector.

Successful completion of bachelor degree or 3 years relevant work experience in the industry (education, business, leadership, Christian ministries, etc).

English language proficiency

Minimum English language of IELTS: 6.5 (no band less than 6.0) or equivalent.

IELTS: 6.5 with no band less than 6.0

TOEFL iBT (Internet-based): 79 with no score less than 20

PTE Academic: 58 with no score less than 51

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Graduate Diploma of Music

Duration: 1 years full-time/2 years part-time
Credit points: 48
Delivery: On Campus
Available to: Domestic (FEE-HELP)
English: IELTS 6.5 with no band less than 6.0
AQF: Level 8

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The Master of Music will equip students to impact their professional environment with high creative, technical and academic standards, as well as diverse approaches to music performance, composition and conducting. The course is offered with three strands of specialisation: performance, contemporary composition, and arts management.

Three Strands

Classical
Music Strand Classical | Excelsia College

This strand provides musicians with the high-level training in performance, musicianship, ensemble work, musicality and breadth of musical knowledge required for a life in classical music. Students are exposed to a wide range of music across history as well as one-on-one tuition on their instrument with exceptional tutors. Students can continue their journey into the world of classical music.

Contemporary
Music Strand Contemporary | Excelsia College

This strand prepares musicians for a career in the ever-changing world of contemporary music. Artistic, technical, practical and musicianship skills are honed to create a well-rounded musician prepared for the diverse work lives led by industry professionals. Whether students want to pursue their dream as a singer/songwriter or start their own band, this strand will help to take them there.

Jazz

This strand offers multiple experiences in improvisation, ensemble work, arrangement, and performance designed to prepare students for the highly skilled world of jazz musicianship. Students are encouraged to partake in multiple performance opportunities and workshops to help them think on their feet and engage with the dynamics of the jazz ethos.

What do our students say?

‘Studying the Bachelor of Music at Excelsia College has taught me many things about myself as a person, artist and student. The classes allow me to expand my musical knowledge and to gain more experience and wisdom from the excellent tutors that help encourage and push me to the best of my abilities. Studying music here has helped boost my confidence as a performer in the most humbling way, and also allows my faith as a Christian to not be compromised but encouraged to use it, to engage with my art.’

Janelle Magtibay

Music Student

Janelle Magtibay | Music | Excelsia College

Full time = 2 units of study, Part-time = One unit of study per semester

Music Master Diploma Composition | Excelsia College
Year 1 
Composition I 
Composition II
Elective I 
Elective II
Year 2 (Master of Music Only)
One of Media/Film or Screen Analysis units (see electives)
Composition III
Research Methods
Research Project
Electives:

MUMC551 Music Pedagogy
MUMC524 Music and Media
MUMC525 Music and Moving Image
MUMC526 Screen Music Analysis
MUMC527 Music Industries Overview
MUMC511 Performance I and/or MUMC512 Perf II
MUMC529 Music in Worship

For detailed descriptions of course units, please download the Music brochure.

Academic staff for music

Dr Lotte Latukefu | Excelsia College | Creative and performing arts

Head of Creative and Performing Arts

Dr Lotte Latukefu

Sadaharu Muramastu | Lecturer and Tutor | Music | Excelsia College

Lecturer, Large Ensemble (Choral), Musical Direction
Tutor, Conductor

Dr Sadaharu Muramatsu

Entry requirements

Successful completion of an accredited undergraduate degree in music or discipline appropriate to chosen focus area.

Performance focus

Candidates must demonstrate advanced technique in their chosen instrument (including conducting) by means of an audition. This audition will be benchmarked against a cross-section of audition standards from at least three other equivalent level tertiary institutions. Applicants should be prepared to:

• present three contrasting pieces that demonstrate high level of interpretation and technique

• present a portfolio of previous performance experience which may include CD and DVD recordings.

 

Contemporary composition focus

Candidates applying to undertake the Contemporary Composition focus, or any part thereof, should be prepared to:

• present a portfolio or recordings of original compositions for diverse instrumentation demonstrating a grasp of various compositional techniques (with scores and CD or DVD, plus written notes).

• Discuss their portfolio with the admissions panel

In addition to meeting the educational, artistic and academic prerequisites above, international applicants who have not completed an educational qualification in English have to provide proof of proficiency in English through internationally recognised tests such as IELTS or TOEFL, or through satisfactory completion of an approved course at one of the College’s partner language colleges.Overseas students applying for admission to Excelsia College courses must have reached the age of 18 years by the commencement of their studies. Excelsia College will not admit overseas students who have not yet reached 18 years of age.

 

Overseas students applying for admission to Excelsia College courses must have reached the age of 18 years by the commencement of their studies. Excelsia College will not admit overseas students who have not yet reached 18 years of age.

Applicants with work and life experience

Applicants must demonstrate that they have been involved in some form of high level music making for at least 3 years. This could include professional music making, community music making, worship leading.

  • Audition: Applicant should prepare to present (2) pieces demonstrating their skill on their major instrument (including voice).
  • Interview: conducted concurrently with the audition. Applicants will discuss their previous musical experience, personal motivation and aspirations.
  • Musical knowledge: In the audition students will be assessed on their current musical knowledge and this will determine whether they go into a beginner or advanced stream in theory units.
Applicants with higher education
  • Audition: Applicant should prepare to present (2) pieces demonstrating their skill on their major instrument (including voice).
  • Interview: conducted concurrently with the audition. Applicants will discuss their previous musical experience, personal motivation and aspirations.
  • Musical knowledge: In the audition students will be assessed on their current musical knowledge and this will determine whether they go into a beginner or advanced stream in theory units.
Applicants with VET or TAFE studies
  • Audition: Applicant should prepare to present (2) pieces demonstrating their skill on their major instrument (including voice).
  • Interview: conducted concurrently with the audition. Applicants will discuss their previous musical experience, personal motivation and aspirations.
  • Musical knowledge: In the audition students will be assessed on their current musical knowledge and this will determine whether they go into a beginner or advanced stream in theory units.

If the applicant is successful they will be issued an offer letter and a written agreement. Students will need to respond to the offer within 6 weeks. This is done online and a confirmation will be emailed back to the applicant. At this point, applicants are welcome to apply for Credit or Recognition of Prior Learning (RPL). If you are eligible for credit or RPL, you may be exempt from completing some units and you may be able to finish your degree in a shorter amount of time.

Please refer to the Credit and Recognition of Prior Learning Policy reference.

Download the Student Selection and Admission Policy and Procedure.

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Excelsia College > Study > School of Education > Master of Education Research

Master of Education Research

Duration: 2 year full-time/4 years part-time (domestic students only)
Delivery: On campus and online
Credit Points: 96
Available to: Domestic (FEE-HELP)/International
CRICOS Code: 107123M
IELTS: 6.5 with no band less than 6.0
AQF: Level 9
Tuition Fee: International students: $10,000 semester/$40,000 total tuition fee

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The Master of Education Research is a supervised research degree that requires candidates to propose, design and implement a significant research project in education in an area that is of interest to the candidate or negotiated with the research supervisor. The program includes a one-semester coursework stage and a three-semester thesis stage. In the coursework stage candidates undertake four compulsory research training units which equip students with the knowledge and skills to design a sound research project, conduct a literature review, use quantitative and/or qualitative methods for data collection and analysis, and prepare a research and ethics proposal.  

A Master of Education (Research) opens up a variety of doors for graduates within academia, providing them with advanced research skills, specialist knowledge and transferable skills in communication, thought leadership and critical analysis. Master of Education (Research) graduates can positively use these skills to transform the education sector and pursue further research, a Doctoral program or become an education decision-maker or leader within education.

Foundational Skills for Research in Education

This unit builds students’ understandings of the foundational principles and practices in educational research. Unlike other fields of study in which empiricism is a dominant research paradigm, research in education is characterised by its diverse approaches, methods and techniques through which educational phenomena are studied. Students in this unit critically evaluate the epistemological premises on which educational research is grounded so that they develop a thorough understanding of the wide range of possible research and methodological paths available to them when designing, developing and implementing their research project. 

Qualitative and Quantitative (Research) Methods

This unit aims to analyse the application of both qualitative and quantitative research in the human sciences, and in particular, how the nature of the problem and the questions posed lend themselves to one or both research approaches.   

This unit fosters the development of all eight Excelsia College graduate attributes and requires the rigorous development of higher-order skills in all its six objectives. 

Literature Review

In this unit students will complete a critical review of scholarly and other significant literature that relates to their thesis topic or area of study. Tuition will be provided in an intensive format or by supervision, though much of the learning approach will be self-directed and performed independently. This course will directly support the completion of a postgraduate research project, such as a thesis.  

A literature review will involve: 

• demonstration of knowledge of the research field 

• a summary of previous work in the field 

• showing gaps in the existing research 

• a synthesis and/or comparison of previous research 

• a justification for new research 

• a critical analysis of existing research and the problems being addressed  

• the identification of problems, issues and questions that need further investigation.  

Students will undertake a review of relevant literature leading to the generation of research questions. Students will develop their understanding of the main approaches to literature review – traditional or narrative, systematic, meta-analysis and meta-synthesis – in order to execute the literature review most appropriate to the research enquiry and discipline. 

The literature review will lead students to select and justify the need for research on a particular problem that arises from theory, research and/or practice.

Research and Ethics Proposal

This unit is designed to introduce conceptual, methodological, and procedural issues related to the preparation of a research project proposal. It develops a step-by-step approach involving the background to the project, framing of the research question and objectives, consideration of theoretical frameworks, justification of methodology selected for the research enquiry, the significance of ethics and ethical conduct in research, and research methodologies. It also enables the preparation of a research ethics application, which is a fundamental research skill for future research progression.   

Upon completion of this unit students will have: 

• applied ethical principles to research and an introduction to the different research paradigms in their discipline of study 

• distinguished between qualitative and quantitative methods 

• developed a research proposal based on critical analysis of current and relevant literature 

• prepared a research ethics application.

Supervised Research and Thesis Writing

This unit, undertaken in Semesters 2, 3 and 4, is the capstone unit of the degree and provides the student with the opportunity to demonstrate, with respect to a defined topic, mastery of research in the field of education. In order to demonstrate this mastery, the student will be required to undertake a substantial research project resulting in a contribution to knowledge or understanding and/or the application of knowledge in a designated area of study within the field of education. The work will include: a searching review of the literature; the use of observation, research methods and/or other systematic approach(es) to the acquisition of knowledge; the careful analysis of data; and the preparation of a well-ordered thesis demonstrating a thorough understanding of the relationship of the research to the broader frameworks of the field of study. The thesis will be of publishable quality, and peer-refereed publications arising from the research are a normal expectation. The process of completing the thesis represents the acquisition of complex knowledge, refined skills, and an extended capacity to apply both knowledge and skills in the pursuit of valued academic and professional outcomes. As such, the thesis unit prepares students for the intentional pursuit of lifelong learning and for high-level engagement in their chosen career(s).

Supervised Research and Thesis Writing
Supervised Research and Thesis Writing
Entry requirements

Admissions Criteria:

• 4 year undergraduate degree, or 

• 3 year undergraduate degree, combined with relevant education industry experience, and  

• Grade Point Average of a Credit or above, achieved in an under-graduate degree

AND 

In addition to the above entry requirements, applicants are required to submit an Expression of Interest (EOI) of approximately 1,000 words, to demonstrate their field of expertise, the broad areas within which they wish to position their research, and of  how  their research motivations align with and fit into Education. In particular, the purpose of the EOI is to:    

• demonstrate the extent to which the research project will result in a significant contribution to the advancement of knowledge in education;   

• showcase applicants’ mastery of subject knowledge and familiarity with current research trends;     

• show evidence of how applicants’ area of specialisation (e.g. Educational leadership, pedagogy, curriculum studies, educational policy, etc.)  and varied levels of expertise are linked to educational settings;    

• match applicants’ research area with potential supervisors in terms of disciplinary orientation and research interests.  

In addition to the criteria above, applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate English proficiency equivalent to the IELTS Academic minimum overall result of 6.5 with no band score below 6.0. Equivalent test requirements are as follows: TOEFL iBT (internet-based) = 79 (no score less than 20), PTE Academic = 58 (no score less than 51). 

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Professional Development

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Our academic staff

Dr Leonardo Veliz – Head of Education

Dr Scott Smith – Master of Education Program

Dr Scott Smith | Master of Educational Leadership | Lecturer | Excelsia College

BA, MA, MEd, PhD,Senior Lecturer

Scott holds a PhD in Education from Macquarie University, a Master of Research and a Master of Applied Linguistics (TESOL) also from Macquarie University, as well as a Master of Arts from the University of Sydney. His Bachelor’s degree was in Geography and Anthropology. Scott’s PhD research investigated teacher beliefs and interculturality in Chinese language teaching in Australian schools. It found that there is much potential for languages education when teachers actively engage in Wenger’s Communities of Practice and purposefully reflect on their own teaching practice.

Dr Gideon Boadu– Master of Teaching Program Director

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Dr Sandy Nicoll – Master of Education Research (STEM) Lecturer

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Excelsia College > Study > School of Counselling > Masterclass Counselling

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The Master of Counselling degree prepares graduates for a range of counselling-related positions within the mental health sector. For example, graduates work in private practice and a variety of Christian, church-based and secular counselling services, centres and programs (such as schools; private, government and NGO agencies; and child and adolescent services). They work with varied age groups and target populations (children and adolescents, the homeless, troubled youth, adults with a range of mental health issues, the unemployed, the elderly); addressing a range of life issues including trauma, loss and grief, relationship and family issues, identity formation, spiritual concerns, illness and disability.

 

The Master of Counselling degree is a PACFA accredited course (PACFA – Psychotherapy & Counselling Federation of Australia) and an ACA accredited course (Australian Counselling Association). Historically graduates of the program have applied for membership with PACFA and The ACA subject to meeting their membership requirements. Students can also join the Christian Counsellors Association of Australia (CCAA). Concurrently graduates are able to apply for listing on the Australian Register of Counsellors and Psychotherapists (ARCAP), subject to meeting the ARCAP registration requirements.

 

NOTE: It is not necessary to be a Christian to undertake this course.

Excelsia College | Counselling

What do our students say?

‘In my two years of studying counselling at Excelsia I have learned a tremendous amount of interesting things about myself, people and the world. I have made new friendships that I hope will last a lifetime. I have felt included and embraced just the way I am. The best things about the program are its diversity and small classes, which allow for a personal touch and a better perspective and interactive way of learning.’

Anastasia
Master of Counselling student

Counselling Testimonial

Academic staff for counselling

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Professional Development

Master of Teaching (Primary)

Duration: 2 years full-time/4 years part-time/ accelerated 18 months (Feb intake only)
Delivery: Online (with some on-campus requirements, see course overview)
Credit Points: 96 (16 units)
Tuition Fee: Domestic (FEE-HELP available)
IELTS: Overall 7.5 with speaking & listening at 8.0 and reading & writing at 7.0
Course accreditation: NESA
AQF: Level 9

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It takes a big heart to teach little minds, because primary teaching is about much more than learning outcomes. As a primary teacher you’ll share in laughter, mop up tears, tie shoelaces, celebrate success and show how to learn from mistakes. You’ll ignite imaginations, encourage curiosity and provide the tools for academic achievement, but you’ll also play a critical role in imparting life lessons – how to be a kind, respectful and successful person, not only in the classroom, but in the schoolyard, at home and in the world.

Nelson Mandela was right when he said ‘education is the most powerful weapon we can use to change the world’ – you may spend a short time teaching a child, but the effects can last a lifetime. The Master of Teaching (Primary) is designed for people with a love of learning and a love of children. It takes commitment, empathy, negotiation, motivation, passion, problem-solving and understanding.

A teaching masters degree with Excelsia College, with its grounding in Christian values and beliefs, gives you the means to educate creatively, innovatively, and with care, from the heart.

One of the best things about studying a Master of Teaching (Primary) with Excelsia College is that it’s hands-on from the word “go.” In any given semester you’ll study a mix of foundation units, like cultural perspectives or psychology for teachers, along with curriculum studies for example literacy, creative arts and personal development, health and physical education.

 

You’ll also undertake Professional Experience in a number of different schools. These practicums (Professional Experience I, II and III) provide a rewarding, first-hand primary teaching experience that will help you gain insight into your capabilities and where you can make the most difference!

The course begins with mandatory campus attendance for unit EDPF500 Course Tutorials and Workshops I for a duration of one week in Semester 1.

 

Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE)

It is mandatory that all Initial Teacher Education students sit and successfully complete the LANTITE test prior to undertaking the final Professional Experience (EDPE/EDSE503). You will NOT be allowed to complete this unit, and therefore prevented from graduating, unless evidence of successful completion of the test is provided. You are required to email a copy of your results to the Program Director at gideon.boadu@excelsia.edu.au and the Professional Experience Coordinator at vivienne.webster@excelsia.edu.au. If the requirements are not satisfactorily completed, you may be required to withdraw from the unit.

LANTITE Preparation and support

Students who are at risk of not successfully completing the LANTITE or achieving the required standard are encouraged to seek support at the early stages of their studies in order for the College to provide support. There are resource materials on the ACER website that can aid at risk students to achieve the required standard in the LANTITE. Please use the links below to access these resources.

Prior to your first attempt

Students are encouraged to complete the practice materials and sample questions on the ACER website prior to their first attempt at the test.

Prior to your second attempt

If unsuccessful on your first attempt, students are encouraged to revisit the practice materials and sample questions on the ACER website. Students encouraged to purchase a Cambridge LANTITE Edge to aid their preparation.

Prior to your third attempt

If unsuccessful on your second attempt, you must contact your Program Director at gideon.boadu@excelsia.edu.au and discuss potential problems and strategies and to arrange for specific support. Depending on your personal circumstances the College may employ a LANTITE tutor to support your preparation or nominate a dedicated academic support person at the College to support you.

Prior to your fourth attempt

If unsuccessful on your third attempt, you must book and appointment with the Head of School, Dr Leonardo Veliz and the Chief Academic Officer, Associate Professor George Odhiambo to discuss your progress, preparation and strategies used for your previous LANTITE attempts. If a fourth attempt is required, the Head of School will arrange with ACER to approve and register you for the test in the next testing window.

Prior to your fifth attempt

Under extenuating circumstances, a fifth attempt could be approved. You must provide evidence regarding your extenuating circumstance to your Head of School for review and approval. A fifth attempt will only be approved if evidence is deemed sufficient and is verifiable. All materials and resources linked above must be revisited before the fifth attempt. Additional support, including arranging for a LANTITE tutor, could also be considered on a case-by-case basis.

 

 

Excelsia College online teaching masters degrees are designed to help you transition into the teaching career you’ve always wanted. Backed by more than 30 years’ experience in higher education, you’ll learn in a supportive environment from approachable, expert academics.

The online learning model is flexible for busy lives but ensures you feel connected to your classmates and lecturers.

The Christian worldview that underpins everything we do means you can live your faith and values authentically while learning with us, and go on to better support your students’ social, emotional, spiritual and physical development.

Results from the 2019 Survey of Employer Recruitment Experiences shows that there is a widespread shortage of teachers across Australia. The New South Wales Teachers Federation further says that state will need 11,000 more teachers by 2030 in response to expected increase in student population in the next 20 years.

 

At Excelsia College, you will be prepared to acquire career skills and practical experience that will make you successful in a range of school settings. You can also meet the demand for new teachers in as few as 18 months. As a graduate of our Master of Teaching (Secondary) online course you may find yourself working at an independent school or state school. Your master’s degree may take you to a remote Indigenous community, or to a big city. No matter where you want to teach, you’ll be equipped with the knowledge and skills you need to nurture the social, emotional, spiritual and physical development of the children you teach. As a teacher, you also will enjoy flexible working arrangements of either fulltime, part time or casual employment.

 

Aside from teaching, there are several jobs and career options available to those that hold an initial teacher education degree. A teaching degree equips you with transferable skills that are relevant nationally and internationally in various government departments, private organisations and not-for-profit institutions. Apply for the Master of Teaching today and set the stage for your next career.

Aboriginal and Torres Strait Islander Perspectives

This unit focuses on the social, cultural, pedagogical and methodological strategies that teachers need to master in order to teach Aboriginal and Torres Strait Islander students, and to teach all students about Aboriginal and Torres Strait Islander languages, history and culture. This unit specifically addresses AITSL Standards 1.4 and 2.4 which tap into ‘strategies for teaching Aboriginal and Torres Strait Islander students’ and ‘understanding and respecting Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’.

Foundations of Teaching and Learning

This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence. The role of the teacher is introduced as planner of teaching and learning, user of Information and Communication Technologies (ICT), classroom manager, and contributor to a teaching or learning community. The unit also considers some of the legal and moral responsibilities of the teacher.

Teaching Biblical Studies

This unit provides an overview of the biblical narrative so as to develop an integrated understanding of the Bible’s message and the ability to interpret its meaning for contemporary students. The unit also develops the knowledge and understanding of the process of curriculum design, development and evaluation in biblical studies. Skills are acquired that facilitate the teaching and learning of biblical studies.

Cultural Perspectives

This unit seeks to develop a critical awareness of the impact of intersecting cultural environments on schooling and education. Various social, historical, political, economic, philosophical and theological perspectives will be explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.

Psychology for Teachers

Teacher education students (TES) require a sound understanding of the developmental stages through which students progress, and the implications of this developmental trajectory for teaching and learning. Using theoretical resources drawn from developmental psychology, this unit explores human physical, cognitive, social, emotional, moral and spiritual development with particular reference to middle-and late-childhood. Within the domain of educational psychology, theories of learning, behaviour, intelligence and motivation, and their implications for the classroom; are investigated critically.

This investigation encourages the development of a reflective approach to the integration of theory and teaching practice. Finally, various philosophical perspectives on unit content are provided in order to enable TES to more broadly situate and evaluate various theories of development and learning.

Teaching for Diverse Abilities

This unit develops the skills, understandings, and attitudinal base to encourage effective learning for all school students, irrespective of their culture, character, ability or needs. The opportunity is provided to develop strategies that have high utility in the classroom, thus enabling all students to access the curriculum. National and State policies and practices supporting inclusion will be examined, as will the nature and place of support services within the class, school and community.

Professional Experience I

15 Days in School

Professional Experience II

20 Days in School

Professional Experience III

25 Days in School

Early Reading and Writing

The focus of this unit is on the foundational knowledge for the development of the language modes and mechanisms of reading and writing. Reading comprehension, meaning-making through viewing and reading, as well as how children develop writing skills are examined. 

The unit investigates practices and procedures associated with various models used when teaching reading and writing in the early years of schooling. It traces the progression from hearing sounds and the beginnings of letter-sound relationships to more complex and critical aspects of learning to read and write.

Literacy

This unit seeks to equip students with an understanding of an integrated, explicit and systematic approach to the teaching of reading, incorporating a range of models, including instruction on how to teach phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension. The unit prepares students to teach skills and understandings relating to writing, viewing and representing (including handwriting, digital technologies, grammar and spelling), speaking and listening.

English

This unit will help students acquire knowledge and skills which will facilitate the active learning of English. Relevant curriculum documentation is explored, with a special focus on the NSW Syllabus for the Australian Curriculum English K–10. Students also examine support documents, including the links between Stage 3 and Stage 4 within the continuum of learning from K–12.

Numeracy

In this unit, students will acquire knowledge and skills, including literacy skills, which facilitate the active learning of numeracy. Students will also acquire the necessary knowledge and understanding of relevant curriculum documentation, and will become aware of a range of teaching resources that can enhance the teaching and learning of numeracy, concepts and processes.

Mathematics

This unit builds on the Numeracy unit by assisting students to develop their knowledge and understanding of how current pedagogical theories relate to teaching and learning mathematical concepts and processes. In addition, students will:

• acquire further knowledge and skills which facilitate the active learning of mathematics

• gain a greater knowledge and understanding of relevant curriculum documentation including links between Stage 3 and Stage 4 mathematics within the K–10 continuum of learning

• develop an awareness of a wide range of teaching resources, including Information and Communications Technology resources, which enhance the teaching and learning of mathematical skills and concepts.

History and Geography

This unit is designed to assist students to master the knowledge and skills required for effective teaching in History and Geography. Relevant curriculum documents and teaching resources are examined in detail and an understanding of the implications of a biblical world view for these subject areas are explored.

PDHPE

This unit is designed to assist students to:

• become familiar with the relevant curriculum documents

• develop an understanding of PDHPE in the context of competing theories, philosophies and world views

• demonstrate a mastery of the knowledge and skills required for effective teaching of PDHPE 

• articulate and respond to significant educational issues in teaching PDHPE.

Science and Technology

The unit familiarises students with the curriculum documentation and resources relevant to the science and technology subject area, including the links between Stage 3 and Stage 4 science and technology within the continuum of learning from K–12. In doing so, the unit enables students to: 

• critically evaluate relevant educational theories and practices as applied to science and technology

• demonstrate an understanding of relevant  theological  perspectives on science and technology 

• articulate and respond to significant educational issues in this area.

Creative Arts

This unit familiarises students with the curriculum documentation and resources relevant to the creative arts subject area, including the links between Stage 3 and Stage 4 creative arts within the continuum of learning from K–12. In doing so, the unit enables students to:

• critically evaluate relevant educational theories and practices as applied to the creative arts

• demonstrate an understanding of relevant perspectives, including biblical and theological perspectives, on the creative arts

• articulate and respond to significant educational issues in the creative arts.

Professional Experience I

The purpose of Professional Experience I is to provide teacher education students (TES), through immersion in a placement school, with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit provides TES with opportunities to: engage professionally with teachers; understand students and how they learn; and implement effective teaching and learning strategies through classroom teaching and active reflection on their own teaching practice.

The unit also provides opportunities for TES to experience first-hand the intersecting roles and activities of the school, the community, and the teacher in the classroom – thus developing holistic appreciation of education in the placement setting. Professional Experience I focuses on Graduate Teacher Standards 1, 2, 3 and 4.

Professional Experience II

The purpose of Professional Experience II is to provide teacher education students with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit particularly provides TES with opportunities to explore differentiation of the curriculum and develop strategies in order to meet the needs of students with a diverse range of abilities. The unit also provides opportunities for TES to engage in professional learning to improve student outcomes, and make connections between curriculum perspectives, syllabus documents, classroom practices, school policies and issues of social justice.

During the Professional Experience, TES will be encouraged to move to independence on approximately half a full time teaching load. Professional Experience II focuses on Graduate Teacher Standards 1, 2, 3, 4 and 5.

Professional Experience III

During their final Professional Experience placement teacher education students are expected and encouraged to investigate and implement a wide range of pedagogical strategies that promote Primary students’ learning. In so doing they will develop and display confidence in classroom practice, and in conceptualising and justifying their professional and educational decisions and actions.

In their final Professional Experience, teacher education students are expected to take on significant responsibility for teaching, to explore student learning through a major piece of Scholarship in Teaching and Learning, and to take joint responsibility with the Institute, the placement school and the Supervising Teacher for developing the skills required for entry into the teaching profession. Throughout, the unit intentionally recognises and supports the transition from pre-service teacher to beginning professional educator.

Academic staff for education

Entry requirements
Educational prerequisites


Applicants may be admitted to the Master of Teaching (Primary) upon successful completion of an accredited Bachelor degree containing at least one year of full-time equivalent studies (eight semester-long units of study) *relevant to one or more key learning areas of the primary school curriculum.

The key learning areas are:

• English
• Mathematics
• Science and technology
• Human society and its environment
• Creative and practical arts
• Personal development, health and physical education.

For more information please visit the Future Students information page.

The Master of Teaching (Primary) is not available to International Students.

Entry to this course will not be possible based on VET or TAFE studies or on Work and Life Experience alone.


Download the Student Selection and Admissions Policy and Procedure.

Applicants whose qualifying undergraduate studies were taken in a language other than English will be required to demonstrate English proficiency equivalent to the IELTS Academic minimum overall result of 7.5, with a minimum of 8.0 in speaking and listening modules, and a minimum of 7.0 in reading and writing modules. Comparative scores for recognised tests are included below:

 

ExaminationMinimum overall resultMinimum Score reading and writingMinimum speaking and listening
IELTS7.57.08.0
ISLPR444

 

Note that a conditional offer can be made for applicants with demonstrated English proficiency equivalent to IELTS Academic minimum overall result of 6.5, with a minimum of 7.0 in speaking and listening modules.

 

An English language proficiency assessment is not required for applicants who have undertaken the full four years of required higher education study (or qualifications assessed as comparable) in English in either: Australia, New Zealand, United Kingdom (England, Scotland, Wales and Northern Ireland), the United States of America, Canada or the Republic of Ireland.



As part of the Australian Institute for Teaching and Leadership (AITSL) revised Standards and Procedures (2015), applicants to initial teacher education programs must meet both academic and non-academic requirements for teacher entry. This gives applicants an opportunity to demonstrate their attributes and capacity to complete their program and enter the teaching profession. Students will be assessed against the NESA Initial Teacher Education Non-Academic Selection Framework.

 

What will the assessment look like?

The assessment will include an oral interview where candidates are asked questions to determine their suitability for the teaching degree in areas that do not relate to the academic selection. At the interview, the panel will also assess other non-academic entry requirement areas linked to the core non-academic attributes contained in the NESA Initial Teacher Education Non-Academic Selection Framework.

 

The following may be used as a guide to prepare for your interview:
  • What or who motivates you to want to become a teacher?
  • What is your subject of interest and why?
  • What skills do you possess that will make you a good teacher?
  • What is a good teacher to you?
  • What do you consider as your key strengths when communicating with others?
  • How well do you cope with stressful situations?
  • How do you attend to and/or embrace other cultures including Aboriginal and Torres Strait Islander cultures?
When will I be able to complete the non-academic assessment?

Oral interviews will be held during orientation week at the College or via zoom where necessary.

 

Will I be denied admission if I am identified as having an area of need?

No. Students are not disadvantaged when they are identified as having areas of improvement stemming from the non-academic assessment process. Rather, the College, with the cooperation of the student, will aim to provide reasonable support on case-by-case basis.

Applicant background
2019 Semester 2
Number of StudentsPercentage of all students
(A) Past higher education study
(includes a bridging or enabling course)
20100%
(B) Past vocational education and training (VET) study00%
(C) Work and life experience
(Admitted on the basis of previous achievement not in the other three categories)
00%
(D) Recent secondary education:

 

  • Admitted solely on the basis of ATAR (regardless of whether this includes the impact of adjustment factors such as equity or subject bonus points)
00%
  • Admitted where both ATAR and additional criteria were considered (e.g. portfolio, audition, extra test, early offer conditional on minimum ATAR)
00%
  • Admitted on the basis of other criteria only and ATAR was not a factor (e.g. special consideration, audition alone, schools recommendation with no minimum ATAR)
00%
International students00%
All students20100%

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Professional Development

Master of Teaching (Secondary)

Duration: 2 years full-time/4 years part-time/ accelerated 18 months (Feb intake only)
Delivery: Two modes - online and on campus. Online is for domestic students ONLY and on campus mode is available to domestic students and international students
Credit Points: 96 (16 units)
CRICOS Code: 107995G
Available to Domestic (FEE-HELP available)/International
Tuition Fee: FEE-HELP available) and international
IELTS: Overall 7.5 with reading and writing 7.0, speaking and listening at 8.0 (See Entry Requirement for more details)
Course accreditation: NESA
AQF: Level 9

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Inspire a love of learning

Teaching isn’t just a job. It’s a passion, a dedication, a commitment and a way of life. It’s a career founded in care, resourcefulness, innovation, lifelong learning and leadership. As West Australian teacher Paul Fuller, recipient of the 2011 National Excellence in Teaching Award, says, ‘teaching is the most important profession because it makes all the other professions possible – everyone has at one stage been taught by a teacher…you might forget what you’re taught but you never forget how a good teacher makes you feel.’

This is what the Master of Teaching (Secondary) with Excelsia College is all about. Our degree is underpinned by a Christian worldview and designed to give you the tools to inspire hope, ignite imagination, and instil a love of learning in the children and young adults you teach. Domestic students can choose to undertake the course online or on campus. International students can only study on campus.

One of the best things about studying a Master of Teaching (Secondary) with Excelsia College is that it’s hands-on from the word ‘go.’ In any given semester you’ll study a mix of foundation units, like cultural perspectives or psychology for teachers, along with curriculum studies such as english, mathematics, physics, drama, history, music and design and technology.

You’ll also undertake Professional Experience in a number of different schools. These practicums provide a rewarding, first-hand secondary teaching experience that will help you gain insight into your capabilities and where you can make the most difference!

The course begins with mandatory campus attendance for unit EDPF500 Course Tutorials and Workshops I for a duration of one week in Semester 1.

Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE)

It is mandatory that all Initial Teacher Education students sit and successfully complete the LANTITE test prior to undertaking the final Professional Experience (EDPE/EDSE503). You will NOT be allowed to complete this unit, and therefore prevented from graduating, unless evidence of successful completion of the test is provided. You are required to email a copy of your results to the Program Director at gideon.boadu@excelsia.edu.au and the Professional Experience Coordinator at vivienne.webster@excelsia.edu.au. If the requirements are not satisfactorily completed, you may be required to withdraw from the unit.

LANTITE Preparation and support

Students who are at risk of not successfully completing the LANTITE or achieving the required standard are encouraged to seek support at the early stages of their studies in order for the College to provide support. There are resource materials on the ACER website that can aid at risk students to achieve the required standard in the LANTITE. Please use the links below to access these resources.

Prior to your first attempt

Students are encouraged to complete the practice materials and sample questions on the ACER website prior to their first attempt at the test.

Prior to your second attempt

If unsuccessful on your first attempt, students are encouraged to revisit the practice materials and sample questions on the ACER website. Students encouraged to purchase a Cambridge LANTITE Edge to aid their preparation.

Prior to your third attempt

If unsuccessful on your second attempt, you must contact your Program Director at gideon.boadu@excelsia.edu.au and discuss potential problems and strategies and to arrange for specific support. Depending on your personal circumstances the College may employ a LANTITE tutor to support your preparation or nominate a dedicated academic support person at the College to support you.

Prior to your fourth attempt

If unsuccessful on your third attempt, you must book and appointment with the Head of School, Dr Leonardo Veliz and the Chief Academic Officer, Associate Professor George Odhiambo to discuss your progress, preparation and strategies used for your previous LANTITE attempts. If a fourth attempt is required, the Head of School will arrange with ACER to approve and register you for the test in the next testing window.

Prior to your fifth attempt

Under extenuating circumstances, a fifth attempt could be approved. You must provide evidence regarding your extenuating circumstance to your Head of School for review and approval. A fifth attempt will only be approved if evidence is deemed sufficient and is verifiable. All materials and resources linked above must be revisited before the fifth attempt. Additional support, including arranging for a LANTITE tutor, could also be considered on a case-by-case basis.

 

 

Excelsia College online teaching masters degrees are designed to help you transition into the teaching career you’ve always wanted. Backed by more than 30 years’ experience in higher education, you’ll learn in a supportive environment from approachable, expert academics.

The online learning model is flexible for busy lives but ensures you feel connected to your classmates and lecturers.

The Christian worldview that underpins everything we do means you can live your faith and values authentically while learning with us, and go on to better support your students’ social, emotional, spiritual and physical development.

Results from the 2019 Survey of Employer Recruitment Experiences shows that there is a widespread shortage of teachers across Australia. The New South Wales Teachers Federation further says that state will need 11,000 more teachers by 2030 in response to expected increase in student population in the next 20 years.

At Excelsia College, you will be prepared to acquire career skills and practical experience that will make you successful in a range of school settings. You can also meet the demand for new teachers in as few as 18 months. As a graduate of our Master of Teaching (Secondary) online course you may find yourself working at an independent school or state school. Your masters degree may take you to a remote Indigenous community, or to a big city. No matter where you want to teach, you’ll be equipped with the knowledge and skills you need to nurture the social, emotional, spiritual and physical development of the children you teach. As a teacher, you also will enjoy flexible working arrangements of either full-time, part-time or casual employment.

Aside from teaching, there are several jobs and career options available to those that hold an initial teacher education degree. A teaching degree equips you with transferable skills that are relevant nationally and internationally in various government departments, private organisations and not-for-profit institutions. Apply for the Master of Teaching today and set the stage for your next career.

Aboriginal and Torres Strait Islander Perspectives

This unit focuses on the social, cultural, pedagogical and methodological strategies that teachers need to master in order to teach Aboriginal and Torres Strait Islander students, and to teach all students about Aboriginal and Torres Strait Islander languages, history and culture. This unit specifically addresses AITSL Standards 1.4 and 2.4 which tap into ‘strategies for teaching Aboriginal and Torres Strait Islander students’ and ‘understanding and respecting Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians’.

Foundations of Teaching and Learning

This unit provides a broad overview of the goals of schooling, including the promotion of equity and excellence. The role of the teacher is introduced as planner of teaching and learning, user of Information and Communication Technologies (ICT), classroom manager, and contributor to a teaching or learning community. The unit also considers some of the legal and moral responsibilities of the teacher.

Teaching Biblical Studies

This unit provides an overview of the biblical narrative so as to develop an integrated understanding of the Bible’s message and the ability to interpret its meaning for contemporary students. The unit also develops the knowledge and understanding of the process of curriculum design, development and evaluation in biblical studies. Skills are acquired that facilitate the teaching and learning of biblical studies.

Cultural Perspectives

This unit seeks to develop a critical awareness of the impact of intersecting cultural environments on schooling and education. Various social, historical, political, economic, philosophical and theological perspectives will be explored with particular emphasis on the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students.

Psychology for Teachers

Teacher education students (TES) require a sound understanding of the developmental stages through which students progress, and the implications of this developmental trajectory for teaching and learning. Using theoretical resources drawn from developmental psychology, this unit explores human physical, cognitive, social, emotional, moral and spiritual development with particular reference to middle-and late-childhood. Within the domain of educational psychology, theories of learning, behaviour, intelligence and motivation, and their implications for the classroom; are investigated critically.

This investigation encourages the development of a reflective approach to the integration of theory and teaching practice. Finally, various philosophical perspectives on unit content are provided in order to enable TES to more broadly situate and evaluate various theories of development and learning.

Teaching for Diverse Abilities

This unit develops the skills, understandings, and attitudinal base to encourage effective learning for all school students, irrespective of their culture, character, ability or needs. The opportunity is provided to develop strategies that have high utility in the classroom, thus enabling all students to access the curriculum. National and State policies and practices supporting inclusion will be examined, as will the nature and place of support services within the class, school and community.

Professional Experience I

15 Days in School

Professional Experience II

20 Days in School

Professional Experience III

25 Days in School

Curriculum Method I

These units are based on the relevant Stage 4 and 5 (Years 7–10) NESA syllabi. Major (and minor) methods are selected from the following:

• Commerce 

• Dance 

• Drama 

• English 

• Geography 

• History

• Mathematics

• Music

• Science

• Studies of Religion

• Technology

Curriculum Method II 

These units are based on the relevant Stage 6 (Years 11–12) NESA syllabi. Major (and minor) methods are selected from the following:

• Ancient history 

• Biology 

• Business studies 

• Chemistry 

• Dance 

• Design and technology 

• Drama

• English

• Geography

• Mathematics

• Modern history

• Music

• Physics

• Studies of religion

Assessment and Reporting

This unit examines the nature, purposes, scope and strategies of assessment and reporting. Modes of assessing and reporting are presented and evaluated with respect to their coherence with a student-centred philosophy of teaching and learning. Issues relating to validity, reliability and equity are explored, including the increasing use of ICT, the role of judgement in relation to standards, and using assessment to support Australian and/or Torres Strait Islander education. Students will explore the standardised and other testing modes undertaken by NESA, the International Baccalaureate Organisation (IBO), the Australian Curriculum and Reporting Authority (ACARA), and the Program of International Student Assessment (PISA).

Professional Action Research Project A

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project. The project will be directed towards the identification and analysis of a particular problem or issue in the professional experience setting, with the students expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. The focus is on producing the Action Research Project Proposal in preparation for an ethics submission and the project in the second unit, Professional Action Research Project B.

Professional Action Research Project B

The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the professional experience setting, with the students expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In this second unit, the focus is on conducting and reporting on the Action Research Project. By enabling students to focus on a chosen aspect of their prospective employment, the Action Research Project units actively support the transition from tertiary studies to teaching.

Professional Experience I

The purpose of Professional Experience I is to provide teacher education students (TES), through immersion in a placement school, with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit provides TES with opportunities to: engage professionally with teachers; understand students and how they learn; and implement effective teaching and learning strategies through classroom teaching and active reflection on their own teaching practice.

The unit also provides opportunities for TES to experience first-hand the intersecting roles and activities of the school, the community, and the teacher in the classroom – thus developing holistic appreciation of education in the placement setting. Professional Experience I focuses on Graduate Teacher Standards 1, 2, 3 and 4.

Professional Experience II

The purpose of Professional Experience II is to provide teacher education students with a sound understanding of the structures and practices of contemporary Primary education. In doing so, the unit particularly provides TES with opportunities to explore differentiation of the curriculum and develop strategies in order to meet the needs of students with a diverse range of abilities. The unit also provides opportunities for TES to engage in professional learning to improve student outcomes, and make connections between curriculum perspectives, syllabus documents, classroom practices, school policies and issues of social justice.

During the Professional Experience, TES will be encouraged to move to independence on approximately half a full time teaching load. Professional Experience II focuses on Graduate Teacher Standards 1, 2, 3, 4 and 5.

Professional Experience III

During their final Professional Experience placement teacher education students are expected and encouraged to investigate and implement a wide range of pedagogical strategies that promote Secondary students’ learning.  In so doing TES will develop and display confidence in classroom practice, and in conceptualising and justifying their professional and educational decisions and actions. In their final Professional Experience, TES are expected to take on significant responsibility for teaching, and to take joint responsibility with the College, the placement school and the Supervising Teacher for developing the skills required for entry into the teaching profession.

Action Research Project A

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project to be undertaken by each teacher education student during their final Professional Experience. The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the TES expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In doing so, the TES is expected to explore strategies which:
– encourage ongoing, self-directed professional development’
– provide a basis for involvement in school based research;
– build on their own professional knowledge and expertise;
– develop critical work practices; and
– engage in all facets of the action and research.
By enabling teacher education students to focus on a chosen aspect of their prospective employment, the ARP units actively support the transition from university studies to teaching. In this second unit, the focus is on conducting and reporting on the Action Research Project.

Action Research Project B

The central focus of the two-unit sequence Action Research Project A and Action Research Project B is on the design, development, implementation, and reporting of an Action Research Project to be undertaken by each teacher education student during their final Professional Experience. The Action Research Project will be directed towards the identification and analysis of a particular problem or issue in the Professional Experience setting, with the TES expected to apply various theories, concepts or models in researching and/or providing a solution to the problem or investigating the issue. In doing so, the TES is expected to explore strategies which:
– encourage ongoing, self-directed professional development’
– provide a basis for involvement in school based research;
– build on their own professional knowledge and expertise;
– develop critical work practices; and
– engage in all facets of the ation and research.
By enabling teacher education students to focus on a chosen aspect of their prospective employment, the ARP units actively support the transition from university studies to teaching. In this second unit, the focus is on conducting and reporting on the Action Research Project.