Faculty of Education

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This unit entry is for students who completed this unit in 2016 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.

Monash University

6 points, SCA Band 1, 0.125 EFTSL

Undergraduate - Unit

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




Mr Robert Colla (Berwick); Dr Marie Hammer (City); Dr Linda Henderson (Clayton); Dr Nathan Brubaker (Peninsula)



  • First semester 2016 (Day)


  • First semester 2016 (Day)


  • First semester 2016 (Day)

City (Melbourne)

  • Term 1 2016 (On-campus block of classes)


In this unit students critically reflect on their emerging understanding of the range and depth of educators' work and their professional identity as teachers. They build their capacity to capture, articulate and demonstrate their developing practice in a professional portfolio of evidence of their learning across the dimensions of the Australian Professional Standards for Teachers. This includes the three domains of teaching: professional knowledge, professional practice and professional engagement. Drawing on their learning in university coursework and through professional experience in varied education settings, students explore what it means to be engaged in the education profession through consideration of the nature of teachers' and educators' work and of leadership in education. They explore policy and practice involved in the ethical, professional, industrial, legal, emotional, intellectual and physical dimensions of the work of teachers and educators in multiple contexts.


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

  1. critically reflect on the complex range of factors influencing educators' work including ethical, professional, industrial, legal, emotional, intellectual and physical dimensions
  2. articulate and demonstrate their developing professional identities as teachers and as potential leaders in education
  3. further develop their personal literacy, numeracy, and information and communication technology (ICT) skills appropriate for professional practice
  4. demonstrate their capacity to plan and implement achievable learning challenges for students of varying abilities and characteristics
  5. describe a broad range of strategies for involving parents/carers in the educative process
  6. demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning
  7. develop and document evidence of their professional practice and capacity and ongoing professional learning in a professional portfolio.


Plan for learning that meets diverse learners' needs (2000 words, 50%)
Professional teaching portfolio (2000 words or equivalent, 50%)

Workload requirements

Minimum total expected workload equals 144 hours per semester comprising:

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

  • 2 contact hours per week
  • 8 hours of online activities over the semester

(b.) Requirements for on-campus block City-based students:

  • two intensive weekend blocks
  • at least 4 hours of active online engagement in Moodle activities per term

(c.) Requirements for offshore Kaplan-based students:

  • one intensive block (usually from Thursday to Sunday)
  • at least 4 hours of online study per term

(d.) Additional requirements (all students):

  • independent study to make up the minimum required hours per week

See also Unit timetable information

Chief examiner(s)

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