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Study masters degree education & teaching online with University of Notre Dame Australia through Open Universities Australia. Explore all degrees, subjects and short courses now.

Delivered fully online, the program is designed to help those engaged in the practice of higher education to adopt a more scholarly evidence-based approach. It provides the opportunity to cultivate research skills that investigate teaching and learning challenges relevant to one’s discipline. Individuals will use a systematic investigation of their practice in which the new knowledge is applied to solve the challenge and share with peers. The flexible structure of the program enhances professional capabilities by enabling individuals to choose electives to further their interests and career goals.

A postgraduate course that empowers passionate educators. Gain contemporary credentials to secure employment in the higher education sector. Apply research skills to the field of adult learning. Choose electives to enhance professional capabilities.

Master of Learning and Teaching in Higher Education

The Master of Education (Leadership and Management) is designed to introduce students to advanced knowledge of specialised educational theory and practice that includes the understanding of recent developments in educational leadership and management. Students are challenged to demonstrate highly developed cognitive, technical and creative skills and a high level of personal autonomy and accountability to generate understanding of complex educational issues in educational leadership and management. Students are expected to evaluate and apply knowledge of research principles and methods to educational leadership and management within school settings and plan, execute and reflect critically on a substantial research-based project and/or piece of scholarship on critical issues in educational leadership and management practices within school settings.

This comprehensive postgraduate degree prepares you for senior management roles in the education system. Study strategic management, curriculum planning, and pastoral care. Strive to become the ethical leader who manages with strength and compassion.

Master of Education (Leadership & Management)

Teaching Methods in Mathematics is a course designed to teach teachers how to master the skills of planning, teaching, and assessing units of work in Mathematics from the Year 7 to 12 Mathematics syllabus from the NSW Board of Studies. Teachers will gain a deep understanding of pedagogical practices and develop advanced pedagogical skills in assessment design and the capacity to integrate theory and practice in pedagogy and curriculum. There is a specific focus on teaching methods for stages 4, 5 and 6 Mathematics. The course also provides professional experience for the teachers to apply the pedagogical methods and practices in classroom settings to teach Mathematics at these stages at high school. The course also addresses the Graduate Teacher Standards of Elements prescribed by the NSW Institute of Teachers. This course is an essential part of the Master of Mathematics Education degree and is specifically designed in consultation with education providers to meet the needs of teacher training.

Teaching Methods in Mathematics

Advanced Calculus is designed to instruct students in areas of modern calculus and its applications to real world phenomena. The subject covers differential equations, modelling, series, multivariable functions, integration and partial differential equations. It is designed to further students’ mathematical content knowledge as well as their skills in communicating complex mathematical knowledge and ideas.

Advanced Calculus

Pastoral Care in the School deals with the concept of pastoral care within the context of the school situation. The course explores the development of understandings and definitions of pastoral care from its scriptural and Christian bases to its role within schools today. Pastoral care has the individual as its focus, permeates all aspects of the curriculum, and is exercised mutually by all members of the school community. Pastoral care emphasises and promotes respect for the rights of every person. The ramifications of the moral duty of care and how care is demonstrated to students is also an important part of this Course. The course reviews forms of discipline and behaviour modification procedures in the classroom and in the school community. The psychological bases and sociological contexts of pastoral care policies and practices are studied. Special attention is paid to the distinctive characteristics of pastoral care in Catholic schools. The course provides case study opportunities for students to investigate.

Pastoral Care and the School

This course will provide students with an introductory overview on qualitative and quantitative research methods. The course focuses initially on exploring the nature of a research question and its relationship to the aims and objectives of a research study. Next, the course provides students with the tools and background to critique a research article in an area of professional relevance. The course enables students to critically evaluate a range of research techniques and how they would apply these techniques to a chosen area of study. Finally, students will review and critique literature and methodologies in preparation for the writing of a research proposal within an educational setting.

Applied Research Methods in Education

This course provides an overview of the development of different approaches to education in the Catholic Liberal Arts tradition. It includes considerations of Catholic sacraments and liturgy as ways of knowing God and one another. It examines in particular the principles and practices of biblical exegesis in the Catholic tradition, the method of Socratic dialogue and learning, the text-based method of shared inquiry, and the Great Books method of analysis. Those who take this course will learn how to teach using all these methods. At the same time, they will become acquainted with key texts and ideas of Catholic Thought.

Education in the Catholic Liberal Arts Tradition

This course provides students with an opportunity to reflect on the process of strategic planning and the implementation of a strategic plan in a school context. It should be noted that the focus for this course is specifically on schools. Whilst examples of strategic planning and management in industry and government departments may provide useful comparisons, the focus of this course is on developing and managing plans for primary, secondary or composite (primary and secondary) schools.As well as gaining an understanding of developing a futures perspective and a strategic approach, the course will emphasise the need to identify core focus areas for school improvement and the importance of developing short term action plans.Hopefully, students will be encouraged to consider ways in which schools can improve their all-round educational offerings by being clear-headed about developing and implementing a strategic plan.Students will also be encouraged to think about applying their learning to practical school situations. Indeed, it is hoped that this course may provide a practical impetus for a number of students to engage in the process of strategic thinking and the development of a strategic plan in their own schools.

Strategic Management in Education

This course examines the guiding principles of middle schooling and the ways that student learning can be enhanced through a consideration of practices, processes, strategies and structures that best accommodate the needs of early adolescents. Students will examine the specific learning needs of early adolescents, early adolescent brain research and how this influences the pedagogy in middle school classrooms. Underpinning the course will be theme of “middle schooling” as a culture rather than a structure. Students will also explore how to lead pedagogical change in the middle years To this end, the course will conclude with participants engaging in an audit of their own schools to determine the extent to which middle schooling practices are evident and then recommend appropriate changes.

Teaching and Leading in the Middle Years of Schooling

Reflective leadership is a style of being leader, either as teacher or administrator that connects actions of leaders with inner truths that help shape their outward behaviours and value perspectives. It is imperative that leaders develop insight into an awareness of self to become compelling examples for others. In this course, the concept of reflective practice as a professional activity is explored and leaders learn ways of disciplined reflection on experiences. Participants in this course are invited to develop personal styles of reflective practice. They are assisted to identify, claim, and transform obstacles to good teaching and learning and be empowered to provide positive authentic leadership.

Leadership as Reflective Practice

Teacher resilience has been associated with teacher quality and positive outcomes for both educators and students. School leaders play a critical role in cultivating resilience for staff across the range of career phases and in leading resilient schools. This course focuses on the concept of resilience and why it is important for teachers and school leaders. Using understandings from theory and research, the course explores the influence of both individual and contextual factors in the resilience process along with strategies and practices that constrain and promote resilience. Drawing on theory and recent empirical research, the course will enable students to develop in-depth knowledge and understanding of the concept of resilience and the personal qualities and strategies that promote resilience for themselves and others. Further, the course enables students to understand how school contexts support resilience and the operational, relational and strategic implications for school policies and practices. Throughout the course students will have opportunity to reflect on key themes in relation to their own experiences, understand and apply learning to current and future situations.

Building Resilient Teachers and Schools

A high standard of supervision is central to the retention of research students and the completion of their course requirements. The purpose of this subject is to develop an understanding of what constitutes best practice for supervising research students and provide an opportunity for students to reflect on and enhance their own supervisory practice. Students will deepen their understanding of the processes involved, and develop their skills and personal resources to equip them with the capacity to manage the challenges of supervision. This subject is designed for academic staff who are, or who intend, to supervise students undertaking all levels of research including Masters and Honours dissertations and Higher Degrees by Research.

Supervising Postgraduate Research

University of Notre Dame Australia

University of Notre Dame Australia Masters Degree Education & teaching Courses & Degrees | Open Universities Australia

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