Master of Teaching (Early Childhood)
2020 Deakin University Handbook
| Year | 2020 course information |
|---|---|
| Award granted | Master of Teaching (Early Childhood) |
| Duration | 2 years full time (4 years part time) - 16 credit points Deakin courses can also be studied part time over a longer period. |
| Deakin course code | E761 |
| Approval status | This course is approved by the University under the Higher Education Standards Framework. |
| Australian Qualifications Framework (AQF) recognition | The award conferred upon completion is recognised in the Australian Qualifications Framework at Level 9. |
Pipelining course version from 2020 | |
Course sub-headings
- Course overview
- Professional recognition
- Career opportunities
- Participation requirements
- Research information
- Fees and charges
- Course Learning Outcomes
- Course rules
- Course structure
- Other learning experiences
- Research and research-related study
Course overview
Early Childhood Education focuses on birth to 5 years. As Australia is in the midst of significant growth in the early childhood education sector, Master of Teaching (Early Childhood) has been developed to address the potential shortage of trained early childhood teachers.
Professional recognition
This program has been approved by the Australian Children’s Education and Care Quality Authority (ACECQA) as an early childhood teaching qualification in Australia.
Career opportunities
There is a strong demand for qualified teachers and graduate starting salaries for teachers are high compared to the graduate average. The increased demand for teachers has also resulted in improvements in teaching conditions, resources and career advancement opportunities. As a graduate of this course you may find employment as a teacher within the private or public education sectors. You will complete at least 60 days of supervised school or early childhood education experience and will be required to apply for the Working With Children Check (WWCC) administered by the Department of Justice.
For more information go to 'DeakinTALENT '
Participation requirements
Placement can occur at any time, including during the standard holiday breaks listed here: https://www.deakin.edu.au/courses/key-dates.
Reasonable adjustments to participation and other course requirements will be made for students with a disability. Click here for more information.
Research information
This is a graduate entry teaching course that introduces research based practice throughout the core professional studies units (a total of six credit points), which includes demonstrating their application of knowledge and skills through their 70 days of professional practice in education based contexts e.g. early childhood settings. As part of the series of core professional studies units, students are also required to complete a capstone assessment in the final year (1 credit point unit) to demonstrate their evidence based professional practice informed by data analysis and scholarship of teaching and learning.
Fees and charges
Fees and charges vary depending on your course, your fee category and the year you started. To find out about the fees and charges that apply to you, visit the Current students fees website.
Course Learning Outcomes
| Deakin Graduate Learning Outcomes | Course Learning Outcomes |
| Discipline specific knowledge and capabilities | Apply an advanced, integrated understanding of: current theories of child and adolescent development; contemporary theories and early childhood pedagogy; conceptual, cognitive and developmental theories of learning and of barriers to learning to teaching practice, with a particular focus on literacy and numeracy skills of all children. Demonstrate, analyse and synthesize an advanced and integrated understanding of the complex bodies of knowledge specific to the content areas to be taught and effective pedagogical approaches in early childhood education. |
| Communication | Discern and use high level effective interpersonal, oral, written and electronic communication skills with students, their parents, colleagues and other stakeholders to demonstrate empathy, develop rapport and build teacher/ student/ parent partnerships and trust. Use expert and specialised professional skills in teaching and learning to interpret and develop new knowledge and multimodal skills with students colleagues and the community. Contribute to scholarly and professional practice and inquiry using a range of communication methods to engage and motivate students and establish positive and inclusive learning environments. |
| Digital literacy | Select, create, curate and evaluate a range of digital teaching and learning resources and technologies to support student engagement and learning in accordance with responsible and ethical practice. Employ a range of digital resources to analyse and disseminate classroom research as a professional practitioner and in scholarly contexts and/or in leadership roles. |
| Critical thinking | Critically evaluate and synthesise information relating to student learning, using formative and summative assessment data, taking into consideration contemporary theories of curriculum and pedagogy to make judgments about the use of appropriate teaching, learning and assessment strategies and apply this understanding in professional practice, research and/or leadership roles. Identify, analyse, implement, evaluate and adapt a range of cross-curricula and learning activities in response to the needs of students. Inquire, research and reflect critically on professional practice and the scholarship of teaching. |
| Problem solving | Demonstrate expert and specialised knowledge and apply technical and creative skills to research, critically analyse, implement, evaluate a range of problems and issues in the learning environment and communities. Use leadership, creativity and initiative to identify solutions and develop inclusive and supportive learning environments. Critically reflect on professional practice and/or leadership role to generate creative approaches to a range of problems encountered in learning environment and communities. |
| Self-management | Work autonomously and responsibly and identify and plan for professional development as a reflective practitioner committed to high standards of professional practice. Actively participate in an/or lead professional learning communities to deepen professional skills in and knowledge of contemporary educational issues. |
| Teamwork | Work collaboratively with colleagues, other professionals, families and members of the wider community who share responsibility for the learning and wellbeing of students to optimise student learning. |
| Global citizenship | Apply advanced knowledge and skills as an educator to develop learning environments and experiences that address cultural diversity and socioeconomic factors to positively influence students’ learning. Demonstrate and apply the legal and ethical responsibility required in the teaching profession. |
| Approved by Faculty Board 2014 | |
Course rules
The Master of Teaching (Early Childhood) is typically 16 credit points.
The exact number of credit points you study depends on how much credit you receive as recognition of prior learning (RPL) – your professional experience and previous qualifications – which can save you time and money
To qualify for the award of Master of Teaching (Early Childhood), students must complete the following:
- 12 core units
- A further 4 credit points in one of the following specialisations:
- Inclusive Education
- Internship
- Research
- Leadership (Only available Cloud (online)) and
- AAI018 Academic Integrity (0-credit-point compulsory unit)
This course includes 70 days of supervised professional experience
Course structure
Core units
Year 1
| ECE761 | Early Childhood Pedagogy, Curricula and Contexts |
| ECE762 | Language and Literacy |
| ECE763 | Science and Environmental Awareness |
| ECE764 | Young Children's Mathematics |
| EEE751 | Teaching: Promoting Successful Learning |
| EEE752 | Planning and Assessment with Diverse Learners |
| EPR711 | Orientation to the Teaching Profession |
| EPR712 | Building Capacity in Professional Experience |
Year 2
| ECP711 | Creativity and the Arts |
| ECP712 | Social, Physical and Emotional Health and Wellbeing |
| EEE753 | Becoming a Professional Educator |
| EPR713 | Reflecting On Practice in Professional Experience |
Course structure
Specialisations
Students complete the remaining four credit points from one of following specialisations
Internship
| EPR704 | Internship (4 credit points) |
Research
| EDX701 | Research Design Development and Method |
| EDX712 | Theory and Methodology in Education Research |
| EDX703 | Research Paper A ) |
| EDX704 | Research Paper B |
Leadership of Teaching
Only available Cloud (online)
| ELT711 | Theories and Models of Leadership: Introduction |
| ELT712 | Leadership Communities of Learners |
| ELT713 | Researching the Leadership of Teaching |
| ELT714 | Leadership of Teaching Profile |
Inclusive Education
| EIE701 | Personalising Learning |
| EIE702 | Teaching and Learning in the Inclusive Classroom |
| EIE703 | Designing Engagement for Learning |
| EIE704 | Supporting Communication in Inclusive Classrooms |
Professional Experience Placement
Students are required to apply for a Working with Children Check. Apply online as a volunteer at https://www.workingwithchildren.vic.gov.au/.
All professional experience placements must be undertaken in an Australian school setting. Overseas placements are not permitted.
For further information contact the School of Education, Professional Experience office.
Course duration - additional information
Course duration may be affected by delays in completing course requirements, such as accessing or completing work placements.
Further information
Student Central can help you with course planning, choosing the right units and explaining course rules and requirements.
- Contact Student Central
Other learning experiences
Experiences in community and school or early childhood settings are embedded in some curriculum units beyond the professional experience placements. Students are also encouraged to volunteer in these settings. Wherever possible, academic staff work alongside education professionals and preservice teachers in these authentic learning experiences.
Research and research-related study
Independent research and practitioner research components are embedded across a number of units. Preservice teachers are expected to engage in critically reflective research on their own practice as a way of demonstrating their progress against the professional standards for graduate teachers.