Master of Education

Asian International College


Course introduction

Introduction


Course Overview
The Master of Education, delivered by the University of Melbourne and hosted by Asian International College, is aimed at practising professionals in a broad range of fields related to education – early childhood, primary, secondary, tertiary, vocational and adult. The degree will also meet the needs of other professionals whose work has an educational component or some educational responsibility.

Learning Outcomes

  • Demonstrate a superior knowledge and understanding of educational theory and practice in general and in a specialised area in particular;
  • Express informed opinions about particular areas of current educational interest; and
  • Show their understanding of recent developments in education research within their specialist area


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Curriculum Overview


Programme Structure


Graduate Certificate in Education (International Baccalaureate) [GCEIB]

Subject 1: IB Primary Years Programme Introduced

This subject introduces participants to the Primary Years Programme (PYP), in the International Baccalaureate, as a philosophy and framework to promote teaching and learning and international-mindedness. It examines the essential elements of the PYP curriculum, transdisciplinary themes and the written, taught and assessment components that underpin the programme. Participants will focus on the pedagogy of inquiry, exploring how this emphasis has shaped the PYP curriculum, as well as developing a theoretical understanding of how students learn in the Primary Years Programme and how the Learner Profile is central to the curriculum. The collaborative planning process of the PYP, necessary PYP standards and the relationship between assessment and learning will also be explored.

Subject 2: Concept Driven Curriculum (IB)

Participants will explore how learners construct meaning including how understanding is acquired and what differentiates it from knowledge. Strategies for supporting the development of higher order thinking skills including the role of student directed concept-driven inquiry, the art of inquiring, and building communities of learners will be investigated. There will be a strong theoretical and practical emphasis on the development and implementation of a transdisciplinary curriculum that creates a balance between the acquisition of essential knowledge and skills, and the search for meaning and understanding.

Subject 3: Assessment and Reporting (IB)

This subject investigates the integral role of assessment and reporting for learning and teaching. Participants will develop a theoretical and practical understanding of the principles of assessment, focussing on assessment as a tool to promote student learning and methods of evaluation that contribute to the ongoing effectiveness of the teaching program. Topics covered include formative and summative assessment strategies and different tools and strategies for reporting student learning and their role in monitoring the IB learner profile. The use of portfolios, practical work, projects, and oral work will be addressed, including student-led conferences, reports, the student exhibition and parent/teacher/student conferencing as strategies to assess and report on student learning.

Subject 4: IB Primary Years Programme Advanced

In this subject, participants will further develop their understanding of the Primary Years Programme (PYP) gained from IB Primary Years Programme Introduced through both theoretical and practical components. Participants will explore definitions of international- mindedness and will articulate their understandings of the behaviour associated with the learner profile and the developing child. They will examine transdisciplinary themes and the relationships between concept-driven curriculum, skills, knowledge, attitudes and action, how the concept of the learner constructing meaning is at the core of the PYP curriculum, and how the standards and practices of the PYP can applied in different ways.


Master of Education (8 subjects, including the 4 subjects from GCEIB)

Subject 5: Leading Educational Ideas

Leading ideas in contemporary education are introduced through four main themes: Learning processes and teaching effectiveness; Education, equity and social identities; Knowledge economies in the Asia-Pacific region and Master teachers in the making. A critical examination of the key concepts will occur by juxtaposing national and global perspectives. Key concepts include: new knowledge and the knowledge economy; internationalisation; diversity and professional autonomy. Negotiated, integrated learning via theory, case studies, simulation exercises and work based projects will be developed by participants.

Subject 6: Reading Educational Research

This subject will introduce students to various traditions in educational research. It will be structured around an investigation of several major research projects in education, analysing the research questions, the conceptual framework, the methodological decisions made, reliability, validity and ethical considerations, the analytical techniques, and the conclusions reached. The projects for investigation will be chosen to highlight contrasting ways of undertaking educational research.

Subject 7: Educating for Creativity and Innovation

This subject investigates the theory and practice of the process of creativity and its implications for teaching and curriculum. The aim of this subject is that students will leave with a deeper appreciation of the importance of educating for creativity and innovation across the disciplines and in different educational contexts.

Students will examine a number of areas including:

  • Models and theories of creativity
  • Psychological characteristics of creativity
  • Conditions for fostering creativity
  • Types of thinking that lead to creative outcomes
  • Evaluating and measuring creativity
  • Pedagogical implications and classroom application.
Students will have the opportunity to respond to readings, to transfer the theory to practice and to reflect on their practice in light of the theories. This will prepare them for their major assignment which will require the application, investigation and reporting on an aspect of the study of creativity and innovation and its implications for education.

Note: Subjects 5, 6 and 7 can generally run in any order and as such may be interchanged by the University as required.

Subject 8: Negotiated Capstone Project

This subject comprises the compulsory [AQF] Capstone experience for this course. Drawing on theory, knowledge and skills developed throughout the Master of Education, students will complete an individually negotiated project in which the student undertakes a theoretical study (for example, a substantial critical review of a particular body of literature), a research or workplace project, or an approved relevant educational experience. The Capstone project will culminate with students synthesizing the findings of their work in a written form such as a journal article or report.


Assessment

Each subject typically includes assessments, essays, portfolios, reports and other items documenting your progress through each subject.


Award

Participants who successfully complete the course will be awarded with a Master of Education from the University of Melbourne. The qualification is the same as that awarded to on-campus students of the University.



Entry Requirements


In order to be considered for entry, applicants must have completed:

  • An undergraduate degree and a fourth-year level education qualification, or equivalent; OR
  • A four-year education degree, or equivalent

Meeting these requirements does not guarantee selection.

In ranking applications, the Selection Committee will consider prior academic performance. The Selection Committee may seek further information to clarify any aspect of an application in accordance with the Student Application and Selection Procedure.

Applicants are required to satisfy the university's English language requirements for postgraduate courses. For those applicants seeking to meet these requirements by one of the standard tests approved by the Academic Board, performance band 7 is required.



Duration & Intake


Programme Duration


Delivery & Duration

Each subject will be delivered by staff from the University of Melbourne at Asian International College in Singapore. Each subject is scheduled as an intensive delivery, designed to allow participants from around the region to travel to Singapore for over 140 hours of face-to-face contact and return home to complete the assessment tasks, minimising the time that the participants are out of their classroom.

The course consists of 8 subjects delivered sequentially over a 2-year period, with each subject delivered over approximately 3 months with a short break between each subject to ensure adequate time for content delivery, engagement in learning tasks, reflection and the preparation of assessment items.



Fees & Funding

Please enquire below for course fees and financial grants:


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