MTPR Master of Teaching (Primary)

Overview

The Master of Teaching (Primary) (MTPR) is an initial teacher education (ITE) degrees that prepare pre-service teachers (PSTs) to teach in primary educational settings. PSTs enrolled in the MTPR will develop in-depth curriculum and pedagogy knowledge in teaching specialist areas aligned with state and national curriculum frameworks. The courses provide a balance of education learning theory with specialised content knowledge and applied pedagogical approaches.

The MTPR will provide graduates with the ability to teach children and young people across the primary years in school settings and ensure engagement with all areas of the Australian Curriculum F-6.

Additionally, PSTs studying the MTPR will study the broader concepts of classroom management, the brain and learning, effective pedagogical practices and responsive teaching to apply across their work with colleagues, children and young people and their families to support their ability to transition understanding into effective practice.

Course offerings

Bedford Park

Flinders

Flinders City Campus

Courses / qualifications may not be offered in all locations and modes each year. For more information on Mode of Delivery, visit Mode definitions

Student guidance

Study planner

Program of study overview

Program of study notes

This Program of Study serves as a suggested study plan. When core topics are offered in both halves of the year, students may enrol in these topics in either half of the year as long as requisites are met.
Topics Internship A and B will be a competitive selection process, students who qualify at the end of Year 1 will have the opportunity to apply through a competitive process. These should be enrolled in together.

Program of study
72 Units

Year 136 Units

Core36 Units

First half18 Units

Second half18 Units

Year 236 Units

Core27 Units

First half18 Units

Second half9 Units

Option 4.5 Units

Option4.5 Units

Admission requirements

Admission requirements

Inherent requirements

English Language requirements

Aims

The course aims to produce graduates who:
• Are able to meet the Australian Professional Standards for Teachers at the Graduate Career Stage and qualify for registration as a teacher (requirement for graduation)
• Are prepared as ethical agents of change in a world that requires high levels of multiliteracies and intercultural understanding
• Enact policies and practices that take account of social, cultural and individual differences, ensuring that all children learn in supportive and inclusive environments
• Foster the values, capabilities and habits of mind of an adaptable life-long learner
• Effectively apply deep content and pedagogical knowledge and skills to plan, implement and advocate for transformative teaching and learning
• Encourage globally minded, critical, creative, reflective and socially just ways of working
• Exemplify connections between research, innovative teaching, student agency and industry engagement at the forefront of contemporary learning design

Learning outcomes

On completion of the course you will be able to:

Develop mutually respectful relationships with children and young people and their families that support their physical, intellectual, social, emotional, cultural and ethical growth and wellbeing

Synthesise and apply deep content and pedagogical knowledge and skills to design academically rigorous, developmentally appropriate and socially equitable curriculum and learning experiences

Articulate advanced knowledge and reflexivity regarding children’s development and individual and social differences, including for Indigenous Australians

Demonstrate a commitment to working ethically and collaboratively with colleagues to achieve high quality, equitable outcomes for young people and the wider community

Analyse and critically evaluate research, and data to inform learning design for a diverse range of children and young people in educational settings, including non-academic pathways

Interpret policy frameworks and legal requirements which govern teachers’ work

Synthesise learning to articulate how education can influence and respond to the demands made by a complex and ever-changing world

Demonstrate and apply sound knowledge of research principles and methods to complete a research-based project focused on educational pedagogy, policy or practice

Student progression rules

The award of a grade of Fail (F) on more than one occasion in the same compulsory topic, may constitute prima facie evidence of unsatisfactory progress for the purposes of the University's Policy on Student Progress.

Except with the permission of the Dean (Education):

Teaching practicum topics may not be attempted more than once
students must undertake the Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) prior to undertaking the final professional experience topic. Students must normally meet the benchmark within two attempts. Further attempts may be recommended by the Dean (Education) under exceptional circumstances.

Professional accreditation and recognition

Professional accreditation

Associations

Course/Course specialisation association

Course/Exit award association