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

Child Development for Educators

Supporting Literacy and Numeracy Development for Diverse Learners

Technologies: Digital Solutions

Arts Education: Music & Visual Arts

Teaching English to Speakers of Other Languages Methodologies

Training and Development

Education Support in Practice

Introducing Language, Literacy and Literature for Educators

English Language in Use

Language and Diversity

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

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

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

Students will apply their knowledge and experience of learning and teaching to design a pedagogical action research project which aims to enhance student learning. The focus is likely to be at the course level, and might investigate a specific practice such as assessment, work integrated learning/professional placement or learning strategies or activities. The design will utilise an action research framework which will require students to consider a targeted intervention, and critically select the most appropriate social research methods and tools, to collect and interpret data. The learning from this course will be synthesised in a mock Research Proposal and Research Ethics Application.

Designing a Pedagogical Action Research Project

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

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

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

Good assessment and evaluation in Higher Education has the potential to improve student learning, satisfaction, confidence in academic standards and retention. This subject allows teachers in higher education to advance their understanding of contemporary assessment practice by a critical engagement with contemporary assessment literature. From this foundation, students have the opportunity to examine how assessment is woven into the teaching and learning cycle and design and develop assessment instruments appropriate to Higher Education.

Principles and Practices of Assessment and Evaluation

The lens used to create curriculum in this course is constructive alignment. Students will examine curricula as an iterative design that is a product developed through: shared deliberation on context, policy, politics; scholarship of teaching and learning; and pedagogical imagination. This includes opportunities to examine curricula paradigms for inclusion, blended learning, research, constructivist approaches and authentic workplace and service-learning. Curriculum is presented as space that should be negotiated, communicated, managed and improved within clear processes that reflect quality practices. With this grounding students can build and evaluate a teaching activity, module, course and / or a course.

Designing Curriculum for Effective Learning

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

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