- Overview
- Learning outcomes
- Program delivery and structure
MC220 - Master of Teaching Practice (Secondary Education)
Plan: MC220P19 - Master of Teaching Practice (Secondary Education)
Campus: City Campus
Program delivery and structure
Approach to learning and assessmentWork integrated learningProgram structureProgram transition planApproach to learning and assessment
The program uses a variety of active learning and teaching approaches, including: face-to-face and online components, case studies, action research, reflective techniques, presentations, group-based learning, discussions, negotiated learning (such as work-based projects) and professional practice experiences in schools and relevant educational settings. The intention is to provide opportunities for you to engage actively in developing pedagogical knowledge and skills throughout the program. Teaching methods used will be founded in relevant theory, research findings, current curriculum and pedagogical frameworks.
The program also uses a range of assessment methods to evaluate your learning, with the aim of developing critical thinking skills and reflective practice. Assessment will be used to provide you with feedback on your progress. Assessment components include both formal assessments and informal self-assessments so that you can monitor your own learning. A range of approaches to assessment will enable you to demonstrate your knowledge, skills, and application of these across courses. Formative assessment will be provided throughout the semester and summative assessment is undertaken at the completion of each course.
The learning outcomes linked to courses will be assessed by, for example: written assignments, individual and group presentations, tests or examinations, reflective journals, a professional evidentiary portfolio, lesson/ unit plans and reports on the design of individual programs for learners. Your capacity to perform as a pre-service teacher in schools will be assessed through written reports completed by your Professional Experience Supervisors. The more complex learning outcomes of some courses require you to demonstrate how your own practice can impact on the educational lives of learners. These higher-level outcomes involve analysis and interpretation of critical incidents, scenarios or role-plays in order to consolidate the issues and topics presented in the course. The overall intention of such assessment is to enable lecturers, peers and Professional Experience Supervisors to provide critical feedback to assist your development as a pre-service teacher.
Inherent Requirements
The following information outlines the tasks you may be required to undertake during professional placement and on-campus learning activities. The non-academic abilities listed are provided for information only and are not entry requirements. If there are any activities outlined which may be difficult for you to undertake, there are a range of adjustments to your study conditions available to enable and support you to demonstrate these abilities. Please contact the Equitable Learning Service to discuss any adjustments you may require.
Some fundamental tasks for this program include:
- reading, writing and number skills for demonstrating to students accurate reading, spelling, grammar and numeracy
- vision and hearing to accurately gain information and monitor students
- managing your behaviour and emotions to provide safe and competent teaching
- time-based problem-solving when working with students
Please read the full list of the MTP (Secondary) inherent requirements
Why do you need to know?
By understanding the types of activities you’ll participate in, and the non-academic abilities you may need in this program, you can:
- understand more about the program
- determine if you may need support during your studies
- make an informed decision about whether the program is suitable for you
If you are living with disability, long-term illness and/or a mental health condition, we may be able to support you by making adjustments to activities in your program so that you can participate fully in your studies. To receive learning adjustments, you need to register with Equitable Learning Services.
Top of pageWork integrated learning
RMIT University is committed to providing you with an education that strongly links formal learning with professional practice. As a student enrolled in this RMIT University program you will:
- Undertake and be assessed on structured activities that allow you to learn, apply and demonstrate your professional practice;
- Interact with industry and community when undertaking these activities;
- Complete these activities in real work contexts or situations; and in addition:
- These interactions and the work contexts provide distinctive sources of feedback to you to assist your learning.
Any or all of these aspects of a Work Integrated Learning (WIL) experience may be simulated. The program has been designed to provide a minimum of 60 days of supervised professional practice. Discipline and Professional Studies and Professional Experience courses link content and assessment with professional practice and provide opportunities for Work Integrated Learning.
The designated WIL courses in this program are:
TCHE2605 Professional Experience: Introduction to Teaching (5 days)
TCHE2670 Professional Experience: Developing Teaching Practice (15 days)
TCHE2675 Professional Experience: Teaching in Curriculum Specialisations (15 days)
TCHE2673 Professional Experience: Inclusive Teaching in Alternate Settings
TCHE2608 Professional Experience: Graduate Futures (25 days) (Includes TPA)
In order to graduate from this program you are required to successfully complete a final Teaching Performance Assessment (TPA) in your final year, as part of the course Professional Readiness.
This program provides work-related projects in the learning activities and assessment. In your Professional Experience you will be learning about your future role as an educational professional. The feedback you receive from your lecturers, supervising teachers and others on Work Integrated Learning (WIL) activities and assessment will be vital for your learning. The program prepares and supports you for these experiences.
Please note that to undertake the Professional Experience courses you must provide a satisfactory Working With Children Check.
Top of pageProgram Structure
Program transition plan
From semester 1, 2024, the MC220P19 Master of Teaching Practice (Secondary Education) will be discontinued and replaced with MC220P24 Master of Teaching Practice (Secondary Education). The last intake was Semester 1, 2023.
If you are a current student, you can remain in this plan and will have until the end of semester 2, 2028 to complete the existing Master of Teaching Practice (Secondary Education) program. You will be provided with detailed enrolment advice to support completion of the program in the teach out period.
If you are not able to complete the program plan by the end of the teach out period, you will be transitioned into the new program plan from semester 1, 2029. Students who are transitioned will be provided with academic advice, support, and an enrolment plan. All approved courses undertaken in this plan will contribute toward your degree, however you may be required to do additional courses and incur fees for these.
In additional, the following title changes will be effective from Semester 1, 2024:
- TCHE2679 Thinking about Learning will now be titled Professional Experience: Thinking about Learning: Towards praxis
- TCHE2666 Indigenous Studies in Education will now be titled Engaging with Indigenous Perspectives for Responsible Teaching Practice
- TCHE2608 Professional Experience: Graduate Futures will now be titled Professional Experience: Teaching performance assessment
- TCHE2677 Teacher Wellbeing will now be titled Student and teacher wellbeing
Current students who have completed courses under the previous name will not be required to repeat the course as a result of the title change.
If you are undertaking a reduced load, are on Leave of Absence (LOA), or have deferred studies, you will not be disadvantaged by the change of program structure.
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