Specialisation: Advanced Practices in Teaching and Learning
Advanced Practices in Teaching and Learning
APT19MSV1
This specialisation must be completed as part of an award. The general requirements for the award must be satisfied in order to graduate.
Requirements for the Specialisation:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED TO SATISFY THIS SPECIALISATION
| Overview and Aims of the Program | Teachers who complete the Advanced Practices in Teaching and Learning specialisation develop a deeper understanding of how their students learn, and how that learning is influenced by their students’ characteristics. This knowledge, together with a firm grounding in contemporary theories and practices in curriculum, pedagogy, assessment and reporting, and ICT enable teachers not only to make more informed decisions about content, sequence, and teaching strategies for their own students, they are also better placed to support their colleagues to create quality, evidence based, learning and teaching programs. These specialist knowledge and skill sets are built on a scholarly foundation, the study of educational research methods and of theories of innovation and change, and as the culmination of their studies our students bring all they have learned to bear on designing a project which aims to enhance the quality of teaching and learning in their schools. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. communicate and share knowledge and understanding with a range of technical and non-technical, professional and non-professional, audiences (C, K, J) 2. effectively explore the academic and professional literatures relating to particular issues in educational theory, policy and practice (K, T, L) 3. articulate the ways in which research evidence contributes to the development of educational theory, policy and practice generally, and in the area of learning and teaching in particular (K, T, E, A) 4. apply your knowledge of the educational research process to evaluate and select from the diversity of views expressed in the academic and professional literatures on educational theory, policy and practice. Use this knowledge to inform solutions for particular problems in various contexts (K, T, P, J) 5. design, conduct, and report on a rigorous program of research or scholarly inquiry into critical issues of relevance to particular problems in particular educational contexts (K, P, I, C) 6. convey an understanding of the nature and characteristics of the various research methodologies which contribute to the development of educational theory, policy and practice (K, T, C, J) 7. understand recent developments in scholarship on educational theory, policy and practice generally, and in the area of learning and teaching in particular, and the research evidence that supports them (K, C, J) 8. analyse, synthesise, and critically review a specialist body of knowledge relating to learning and teaching in a simple and non-technical way so as to enhance the learning of members of your professional community, and to sustain your own lifelong learning (K, T, J, L) 9. use what you have learned to identify factors that may facilitate or inhibit innovation and change in particular educational contexts, particularly in terms of the nature and characteristics of the organisation, its approach to learning and teaching, and its use of educational technology (J, I, E, A) 10. integrate research and scholarship from a wide range of education disciplines in order to inform the development of solutions which may promote innovation and change in particular educational contexts (P, K, T, I) 11. work effectively in collaborative contexts (E, A, J) 12. lead or participate in the process of developing, implementing, and evaluating innovative, evidence based solutions which address critical issues in particular educational contexts (T, I, P, C). |
| Learning and Teaching Methods | You will be encouraged in this program to acquire relevant skills, knowledge and understanding through a range of independent and collaborative activities. You will read widely from documents including scholarly literature, reports and government policy documents, and you will be expected to draw upon your own professional experiences and reflect upon these in the context of relevant theories and scholarship. Based on the theoretical study and your understandings from the literature, as well as your experiences and your particular educational situation, you will participate in discussions (real and/or virtual) where you will be able to challenge and learn from the ideas and views of others. All students are expected to be active participants in a range of online activities, which may include participating in or leading group discussions; peer review of the work of other students; and presentations to your fellow students. Online activities use a variety of stimuli and approaches that take advantage of the online medium. |
| Assessment | Assessment is made on the submission of individual coursework and may include components which reflect your participation in online work. Many assessment tasks will encourage you to relate your new learning to your own particular educational and working context. Clear standards and criteria for coursework, what is assessed, and how it is assessed, are included in each unit guide. The coursework is designed to develop and assess your ability to appraise and apply theory, policy and practice to your educational context. The program incorporates formative and summative feedback. Both forms of feedback are extremely important and provide you with information and guidance on your development and progress. Feedback may be provided in written form or in discussion with peers and teachers. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Information can be found at: https://mq.edu.au/rpl |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability | The Advanced Practices in Learning and Teaching specialisation caters to teachers who seek to enhance their professional knowledge and skills to become more highly accomplished classroom practitioners, and to better support colleagues in enhancing their own levels of proficiency. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements for Macquarie University programs fall under the following categories:
Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements