The Graduate Diploma in Education, a one year full-time (or equivalent part- time) course for diploma and degree holders, is registered with the Australian Council on Awards in Advanced Education in Category PG1.
Course programs are offered primarily for people wishing to complete a course of teacher training to equip them for teaching in secondary-technical schools, TAFE colleges, colleges of advanced education, and industrial, commercial or community organisations.
General Admission Requirements
To be eligible for consideration for entry to the course for the Graduate Diploma in Education, applicants must have either a degree from an approved institution, or a UG2 diploma, or an approved equivalent qualification. In selecting candidates, preference will be given to those who have also completed at least two years of industrial/commercial/
professional experience.
Course Aims
The course involves studies at the Institute and concurrent teaching experience at a school, TAFE college, tertiary institution or industry training organisation. The course is geared to enabling people to design, deliver and evaluate learning experiences for students in the appropriate contexts (a school, a TAFE college, a tertiary institution, etc.).
Specifically, the course is designed to enable people within their teaching contexts to:
• plan effective learning experiences, within their subject area curriculum, and in relation to the overall aims of the organisation within which they teach;
• utilize knowledge of human behaviour and the factors that affect behaviour in the design and delivery of these learning experiences;
• relate these learning experiences to the backgrounds, needs and interests of the students they teach;
• create and maintain a climate which is conducive to learning by their students;
• mobilise and utilize aids, equipment, and resources appropriate to the learning experiences;
• engage in a variety of methods of delivering learning experiences that are appropriate to objectives for student learning, to the subject area, to the levels and needs of their students, and to the available resources and facilities;
• ensure the safety of their students and the protection of resources and facilities;
• respond to the needs and concerns of individual students as well as to those of the student group in the delivery of learning experiences;
• communicate effectively with their students in the delivery of learning experiences;
• assess student learning outcomes resulting from the learning experiences and sequences;
• employ formative and summative approaches to evaluate the design and delivery of the learning experiences;
• maintain systematic records that contain information on the design, delivery and evaluation of learning experiences and accurate information on student learning outcomes;
• teach in the variety of modes and settings.
In addition, the course is designed to enable people to develop knowledge, attitudes and skills to:
• advise students and, where appropriate, parents and employers, on matters relating to learning progress, personal relationships, and career planning;
and, as appropriate, to utilize professional support services;
• communicate effectively with colleagues and work co-operatively as a member of a department or other sub-groups within a school, college, or training organization;
• participate professionally in a broad range of activities within the school, college or training organization, for example curriculum development activities;
• recognise and take account of the broader environment within which the school, college, or training organization is located;
• begin to develop a personal philosophy of teaching that includes the need for continuing self-evaluation and self-development.
Teaching Experience
The Graduate Diploma in Education requires full-time trainees to teach for two days each week over the year. For part-time trainees, an equivalent amount of teaching is normally undertaken. This intern system is the key to Hawthorn's courses .of initial teacher training. The trainees' practical experience of teaching becomes the focus of the Hawthorn studies, so that theory and practice can be linked and the professional concerns of trainees can be met as they emerge.
The teaching experience program falls into two phases. Phase 1 concentrates on trainees' basic competence in classrooms and workshops. Early in the course the teaching experience triads — each trainee with their field supervisor and Hawthorn supervisor — meet to draw up the Learning to Teach Agreement, an individualized set of skills required in each trainees particular teaching situation. Trainees achieve a pass in Phase 1 whenever the triads agree that the competencies have been mastered. Phase 2 shifts to more advanced skills of teaching and learning. With their initial teaching concerns resolved, trainees are ready to move on to higher levels of competence in their schools and colleges.
A Phase 2 Agreement may be drafted and run concurrently with a Phase 1 Learning to Teach Agreement.
However, in normal circumstances a Phase 2 Agreement would be drafted at a much later date than the Learning to Teach Agreement. As in Phase 1, each trainee is expected to play a key role in negotiating the Phase 2 activities.
Full details of the teaching experience program are contained in the booklet Teaching Experience 1986 which is issued to all trainees at the commence- ment of the course.
Course Conduct
Through the emphasis on having an intake of people with significant experience outside of education, the course assumes that people are highly motivated to become qualified teachers and that people have the experience and maturity to help determine their teacher-preparation needs. In doing this, consultation takes place with Institute staff and people from the setting in which teaching experience is being undertaken.
Course programs are designed on the basis of developmental concerns of the person undertaking teacher training. These concerns begin with a focus on self and adequacy in coping with the role of a teacher, move on to concerns related to the effectiveness of self as a teacher, before the third stage where the focus is on students as learners.
Assessment
Satisfactory attendance and participation at all class sessions is a pre-requisite of assessment for all programs, subjects and units.
In general, assessment throughout the course will be by means of assignments, research papers and individual and group presentations.
The result for each subject will be returned in the grade of Pass, or Fail.
Course Co-ordinator
Mr. Graeme Patterson, Room 2311, Ext. 249.
METHOD STUDIES
(i) For teaching within TAFE colleges, colleges of advanced education, and industrial, commercial or community organisations, method studies are developed appropriate to the person's current teaching area.
(ii) For teaching at secondary level, a range of method studies is offered. In 1985, method studies may include:
DUAL METHODS Art
Art Art
and and and
Clothing and Textiles Graphic Communication Media
Business Studies and Secretarial Studies Computer Studies
Computer Studies Computer Studies Computer Studies
and and and and
Business Studies Mathematics Science Social Studies Home Economics — Foods and Clothing and Textiles Humanities — English
Humanities — English
and and
Social Studies Media
Mathematics and Science
Physical Education Physical Education Physical Education Physical Education Physical Education Physical Education
and and and and and and
Biology
Business Studies Mathematics Outdoor Education Science
Social Studies
DOUBLE METHODS (Double time on one method) Art
Business Studies Clothing and Textiles Graphic Communication Home Economics — Foods
Physical Education Secretarial Studies
Specific admission requirements for method options: