wwwdev@monash.edu.au
Sat Jul 31 10:11:20 EST 1999
Auth:
Copyright © Monash University 1998 - All Rights Reserved - Caution
Clayton
campus
Course code: 0074
Contact: Ms Trish Scott (please telephone 9905 2819 or the GradDipEd
office, telephone 9905 2777 or 9905 2881 for initial inquiries)
For
graduates wishing to become teachers, the faculty offers a one-year full-time
course leading to the award of the Graduate Diploma in Education. The course
combines academic studies of the foundations of education with methods and
practice of teaching in subjects appropriate to the student's first degree. The
faculty also offers a course suitable for part-time students in which the
foundation subjects are time-tabled in the late afternoon.
Students should read carefully the section on enrolments. Details concerning
the selection process for the course appear below. Details of subjects are set
out in this handbook and will be supplemented by handouts during the year.
Upon successful completion of the course students should have developed knowledge and understanding of:
Students should have developed skills and abilities to be able to:
Students should also have developed attitudes and values which demonstrate:
The
basic entrance requirements for the GradDipEd course are that (a) the
applicant shall have qualified for a degree and (b) the subjects studied
in that degree shall be an appropriate foundation for the work of a teacher.
For overseas degrees, the faculty accepts assessments made by the Department of
Education, Treasury Place, Melbourne 3000.
In general terms 'an appropriate foundation for the work of a teacher' means a
two-year sequence in relevant tertiary subjects for the method subjects to be
studied in the course (for example, English, economics, mathematics etc.) A
major sequence in one of these subjects is desirable. Advice on the suitability
of undergraduate sequences or other information about the GradDipEd may be
obtained from the director of GradDipEd studies at any time.
Application forms can be obtained from the Victorian Tertiary Admissions
Centre, 40 Park Street, South Melbourne 3205, from the inquiry office of
the Faculty of Education, September, although later applications will be
accepted on payment of a late fee. A statement on the rules guiding selection
is set out below.
1.1
Admission to the Graduate Diploma in Education course shall be limited to a
quota of such size as is determined by the university Council for any year.
1.2 Applicants will normally be selected on the basis of academic merit
as evidenced by their undergraduate degree course. However, the selection
committee may also take into account the faculty's ability to provide
appropriate tutorial assistance, supervision and teaching practice facilities
in the various method subjects.
1.3 No notice will be taken for selection purposes of scholarships,
studentships, or other forms of award held by any applicant.
1.4 Graduate Diploma in Education regulation 2.1 (incomplete degrees)
will only be implemented in favour of any applicant whose progress in
undergraduate studies has been of a high standard but who is not yet qualified
for the bachelors degree due to special factors acceptable to the faculty.
Preference is given to fully qualified applicants. An applicant whose bachelors
degree is incomplete pending the determination of results in some supplementary
or special (deferred) examination may nevertheless apply for selection. Only if
the examination is passed will the student be considered for selection into the
Graduate Diploma in Education course in that year.
1.5 Students who in a previous year (a) have been excluded from the
course on account of unsatisfactory progress or (b) have withdrawn from
studies, shall submit a fresh application for selection and may be selected at
the discretion of the committee.
1.6 The selection committee may withhold selection from an applicant who
nevertheless satisfies the normal requirements of the regulations for the
course for the Graduate Diploma in Education, but who, in the opinion of the
committee, is considered unsuitable for training as a teacher.
1.7 Applicants will be expected to enrol in the year in which they are
selected. Deferments will not be granted except in cases of extreme hardship. A
new application is necessary for selection in a subsequent year.
2.1
All qualified applicants shall be assessed and ranked in order of academic
merit.
2.2 Offers will be made to applicants on the basis of academic merit
regardless of the institution of origin.
2.3 Offers of up to 10 per cent of the full-time places may be reserved
for the following categories of qualified applicants: (a) overseas
students who have graduated at institutions other than Monash; (b) mature
age applicants irrespective of institution of origin ('mature' defined as a
person over thirty-five years of age); (c) any applicants who in normal
rank order would not be selected and who have successfully undertaken,
subsequent to their degree, additional courses for the purposes of improving
their academic rating or have availed themselves of experience appropriate as a
background for training as teachers.
3.1
All students who have successfully completed at least one subject of the course
and who are eligible to re-enrol shall occupy the first places available in the
part-time quota subject to their taking the methods subjects for which they
were selected.
3.2 Any student who seeks to re-enrol under the provisions of 3.1 above
after the closing day of the university re-enrolments may be refused permission
to re-enrol.
3.3 All qualified applicants for selection shall be assessed and ranked
in order of academic merit regardless of institution of origin, but the
committee may give special consideration to applicants in the same categories
as 2.3 (b) and (c) above.
The
Graduate Diploma in Education offers a one-year full-time course of training to
graduates that will allow them to take employment as a teacher.
There will be two courses for intending secondary teachers, one for full-time
students, and one for part-time students. Part-time students who wish to take
day-time classes will be permitted to take some subjects in the full-time
course as credit towards subjects in the part-time course. Students wishing to
do this should obtain permission from the director of GradDipEd studies. There
is also a full-time course for intending primary teachers at the Peninsula
campus.
Intending students should be aware that late commencement of coursework could
jeopardise their eligibility to sit for examinations and complete a course
under the conditions laid out in the regulations for the Graduate Diploma in
Education (see regulation 3.1). Students will not normally be admitted to
classes more than one week after the commencement of any subject or unit. A
candidate who fails to complete a course satisfactorily in the year in which
the candidate was enrolled will be informed by the board of examiners as to
what further work the candidate should complete in a subsequent year to satisfy
requirements. The nature of the work involved in such an enrolment will be
prescribed for each student requiring this by the board of examiners when it
considers the student's failure in the full-time course and, except with the
permission of the faculty obtained through the director of GradDipEd studies,
the student would be expected to complete the prescribed special subject in the
year following the student's failure in the full-time course.
Students enrolled in the full-time course who successfully complete the
required foundation subjects plus two methods and practice of teaching subjects
will be awarded a pass in the Graduate Diploma in Education.
Students enrolled in the full-time course may seek permission from the faculty
to enrol concurrently for a subject in another faculty to the value of not more
than one-quarter of a year of full-time study.
The
full-time course consists basically of two methods and practice of teaching
subjects and contributions from four foundation areas: psychological studies,
social and comparative studies, historical and philosophical studies, and
research and evaluation in curriculum and teaching. The supervised teaching
practice component of the methods and practice of teaching subjects is
conducted in blocks with a series of preliminary visits before each block
round.
In addition service units must be undertaken in educational technology-media,
computers across the curriculum, and occupational health and safety. Students
also have the opportunity to participate in a range of short units, which are
multidisciplinary in nature and address recent developments in school
curricula, eg technological studies, health education, Asian studies,
psychology and counselling. Assistance is also available in aspects of speech
and verbal communication in the classroom. Students taking a science method as
one of their two methods and practice of teaching subjects will be allocated to
a program in which much of the contribution from the foundations and methods
areas is treated in an interdisciplinary manner. All full-time students are
required to attend sessions at a residential camp before the first teaching
round. Brief details of the foundation subjects are given below.
A precondition for a pass in this course is that a satisfactory level of
achievement is required for each assessment task in each subject.
The
subject presents psychology and principles of teaching in a number of themes to
do with knowing about yourself, your students, planning and control, learning
and teaching, and student progress. The whole year's program is designed to
enable you to establish principles that will make your teaching a purposeful,
rational, and rewarding experience, both for yourself and for your pupils.
Within the themes the subject will cover matters such as learning theories and
their application in classrooms; physical, personality and social development;
knowledge and the curriculum; the nature of abilities; approaches to classroom
control; questioning techniques; lesson structure; and the purposes and methods
of assessment. Running through all themes is the general theme of integration,
issues concerned with the presence in the one classroom of wide ranges of
abilities, interests, and ethnic and social backgrounds.
Assessment is based on assignments, regular attendance and active participation
in classes. A certain amount of content is presented through lectures, and a
very substantial proportion of the learning must result from reflection on
practical activities and discussions in tutorial groups.
Recommended texts
Cole P G and Chan L K S Teaching principles and practice
2nd edn, Prentice-Hall, 1994
Loughran J J and Northfield J R Opening the classroom door: Teacher,
learner, researcher Falmer, 1996
Oser F K, Dick A and Patry J-L Effective and responsible teaching
Jossey-Bass, 1992
White R T Learning science Blackwell, 1988
White R T and Gunstone R F Probing understanding Falmer, 1992
This
subject examines contemporary schooling in its social and historical context.
The nature of our work as teachers, what we teach, how we teach and how
children learn are all influenced by the way society and education are
structured. The subject examines contemporary issues in education and how these
have emerged over time. Factors such as ethnicity and gender, and major issues
such as the integration of students with disabilities, developments in
educational policy and governance, changes in teachers' work and pay, and the
development of the Victorian Curriculum and Standards Framework series and the
Victorian Certificate of Education are considered. Attention is also given to
assumptions underlying contemporary educational thinking, current educational
debates, and to various innovations and alternatives that are relevant to
Australian schooling.
Assessment is based on assignments, regular attendance and active participation
in classes. A certain amount of content is presented through lectures, and a
very substantial proportion of the learning must result from reflection on
practical activities and discussions in tutorial groups.
References
Connell R W and others Making the difference Allen and
Unwin, 1982
Connell R W Teachers' work Allen and Unwin, 1985
Hatton E (ed.) Understanding teaching: Curriculum and the social context of
schooling Harcourt Brace, 1994
Each
student must choose two methods and practice of teaching subjects. For example,
students with a major sequence in English and a minor sequence in history might
choose English and history as their methods and practice of teaching subjects.
Students are advised to consult the following list of teaching subjects
together with the outlines for each subject and its prerequisites. This
information should then be used to choose two methods and practice of teaching
subjects.
The prerequisites for entry to these subjects are determined by the faculty and
do not necessarily meet the requirements of particular employers in specific
subject fields. Students in doubt about the suitability of their qualifications
for employment with the Victorian Department of Education are invited to check
with the department's recruitment unit.
The availability of any of the methods and practice of teaching subjects from
year to year is dependent on the faculty's ability to provide appropriate
tutorial assistance, supervision and teaching practice facilities. Where
numbers of applicants are small arrangements may be made between training
institutions to combine classes. The following method and practice of teaching
subjects are available:
The school experience program extends beyond the expected minimum requirements for employment in Victoria. More detailed information about teaching practice times and requirements are available in the GradDipEd information booklet, the information sessions (held in September each year in the Education building) and at the orientation meetings. Details of orientation meetings will be available at enrolment. Three blocks of time have been set aside throughout the year for school experience:
In the week beginning 8 March some full-time students will be required to attend residential camps. Further information about this camp will be supplied in the first weeks of the course.
The
part-time course offers subjects in late afternoon classes. This afternoon
course is intended to serve the needs of the part-time student. Full-time
students intending to take this course must first obtain the permission of the
faculty. Those wishing to take daytime classes will be permitted to take
subjects in the full-time course as credit towards subjects in the part-time
course.
The course comprises GED0101 (Educational psychology), GED0201 (Education in
society), GED0301 (Social history of schooling), GED0401 (Principles of
teaching) and two methods and practice of teaching subjects. The four
foundation subjects are timetabled on the same evenings each year, but most
method subjects will only be available for study during the day. The course is
basically designed to be taken over two years with GED0101, GED0201 and GED0301
taken in one year and GED0401 and the two methods and practice of teaching
subjects in the other year. GED0201 and GED0301 will be taken on Tuesday
evening at 5 pm. The assessment requirements of GED0401 are such that they are
normally met during the teaching practice periods.
Some students currently employed as teachers may be eligible to apply for
partial exemption from teaching practice requirements. Partial exemption from
teaching practice requirements may be granted to a student who is currently
employed as a secondary teacher and who either has had a period of satisfactory
teaching experience approved by the dean or holds an approved certificate of
teaching training. An applicant for exemption must teach in the subjects for
which the applicant is claiming partial exemption. Applicants will be required
to attend at least one teaching round in a school other than the one in which
they normally teach; the time and place for this supervised teaching will be as
specified by the faculty. A student should consider this requirement carefully
before making an application. All applicants for partial exemption will be
visited in their schools early in the school year. They will be informed of the
result of their application as early as practicable. Students applying for
partial exemption should complete an application form before the course
begins.
On successfully passing the six subjects of the course, a candidate will be
awarded a pass in the Graduate Diploma in Education.
This course consists of one year of full-time study or two years of part-time study taken on-campus. The expected number of hours per week is forty-eight for a full-time student, except during teaching rounds.
Further
details of all subjects, including reading lists, follow the course information
in this handbook.
Further information regarding this course may be obtained from the GradDipEd
administrative officer, Clayton campus (telephone 9905 2777 or
9905 2881) or visit our web site at http://www.education.monash.edu.au/
wwwdev@monash.edu.au
Sat Jul 31 10:11:20 EST 1999