Faculty of Education

Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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6 points, SCA Band 1, 0.125 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Education
OfferedBerwick Second semester 2014 (Day)
Clayton Second semester 2014 (Day)
Clayton Second semester 2014 (Off-campus)
Gippsland Second semester 2014 (Off-campus)
Coordinator(s)Professor Simone White (Berwick); Dr Stephen Keast (On-campus, Clayton); Dr Ann Ryan (Gippsland)


This unit provides a transition for students as they move from teacher education into the professional practice of teaching and as such views teacher education as an important part of the induction process for engaging with the teaching profession. Students will be inducted into the notion of what it means to be engaged in the teaching profession through consideration of the nature of teachers' work and of leadership in education. This includes the ethical, professional, industrial, legal, emotional, intellectual and physical dimensions of the work of teachers and educational leaders. Students will critically reflect on their emerging professional identity as practitioners and as potential education leaders, explore the ways in which they can engage with and initiate professional communities of educators in and beyond their immediate teaching setting, identify and develop their literacy, numeracy and information and communication technology (ICT) skills, and prepare for a career of professional learning through synthesising the variety of theoretical perspectives they have encountered throughout their Bachelor of Education degree.


Upon successful completion of this unit students should be able to:

  1. recognise the range and depth of teachers' work (the ethical, professional, industrial, legal, emotional, intellectual and physical frames of this work)
  2. articulate their professional identities as teachers and as potential leaders in education
  3. further develop the personal literacy, numeracy and ICT skills appropriate for professional practice
  4. demonstrate their knowledge and skills as a professional learner and as a member of various professional learning communities
  5. develop and document evidence of the impact of their professional practice on learning, teaching and organisational structures.


Professional teaching portfolio (2000 words or equivalent, 50%)
Investigation of professional learning by individuals within educational systems and settings (2000 words, 50%)

Chief examiner(s)

Workload requirements

Minimum total expected workload equals 12 hours per week comprising:

(a.) Contact hours for on-campus students:

  • 3 contact hours per week

(b.) Additional requirements

  • 9 hours of independent study per week

This unit applies to the following area(s) of study