Course Philosophy and Learning Outcomes

The Associate Degree (Education Support) in the Faculty of Education at the University of Tasmania aims to educate paraprofessionals (e.g., teacher aides, teacher assistants) who are committed to providing high quality support to learning and teaching as they make a difference to young people in an educational context. We seek to support the ongoing development of paraprofessionals who are ethical, inclusive, reflective, and highly regarded professionals as they in turn support young people in diverse, complex and at times unpredictable learning contexts. We expect a high level of personal, academic, intellectual and professional engagement from students as they engage with, and direct, their own learning. The degree is underpinned by a focus on educational theory and practice, and what is expected specifically of a paraprofessional, including communication, fostering collaboration, problem based learning, and differentiated learning. In collaboration with the Tasmanian Department of Education, the degree has been developed to align with the Threshold Learning Outcomes for Associate Degree Level study of Education. This degree provides a direct pathway into the profession as a paraprofessional, as a pre-requisite qualification towards the proposed paraprofessional classification and as a potential pathway into the Bachelor of Education.

Course Learning Outcomes Links to Graduate Quality Statement
1. Graduates will exhibit broad theoretical and technical knowledge related to paraprofessional work in schools, specifically knowledge of:
  • educational theory and practice
  • the Australian curriculum
  • the role of the paraprofessional in supporting student learning
  • Subject and multidisciplinary knowledge and skills;
  • Accomplished communicators;
  • Creative and critical literacies;
  • Highly regarded professionals;
2. Graduates will demonstrate a broad range of skills pertinent to paraprofessional work in schools, specifically, a capacity to:
  • operate ethically, inclusively and collaboratively in diverse, complex and at times unpredictable learning contexts
  • communicate clearly, coherently and sensitively with students, colleagues, parents/carers
  • use evidence to critically evaluate and reflect upon practice
  • Collaborate effectively with community and industry stakeholders in order to build positive and effective partnerships
  • Ethical conduct;
  • Respect diversity
  • Respect diversity
  • Recognise and critically evaluate issues of social responsibility
  • Culturally competent citizens
  • Accomplished communicators;
  • Skills of inquiry;
  • Sustainability
3. Graduates will demonstrate the application of knowledge and skills pertinent to paraprofessional work in schools, specifically, through:
  • problem-solving, independently and collectively, to enable optimal learning outcomes for students
  • planning for and supporting the delivery of a differentiated curriculum for individual learners
  • Creative and critical literacies;
  • Skills of inquiry;
  • Accomplished communicators;
  • Recognise and critically evaluate issues of social responsibility
  • Subject and multidisciplinary knowledge and skills

The Bachelor of Adult and Applied Learning course is based on the principles of authentic and applied learning, informed by national frameworks for professional development and contemporary theoretical perspectives on education. We encourage the development of a reflective, professional identity through collegial interactions in a variety of settings and increasing student ownership of learning and professional autonomy. Our students desire flexible environments that recognise differing learning approaches and offer assessment opportunities that verify and extend understanding, and provide for the creation of new knowledge and products to help them meet the needs of their own students in a changing workplace.

We acknowledge that our students are certified and respected professionals in their particular field of expertise, that many will have business and management experience, and that they seek recognition of their previous achievements, values and understandings. We recognise that students come from diverse personal and educational backgrounds, and that during this course they will continue to fulfil other important roles such as a teacher, parent, and family and community member.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Course Learning Outcomes Links to Graduate Quality Statement
1. Knowledge. Graduates will know and understand:
  • The theoretical and philosophical underpinnings of learning and teaching, and be able to define effective applied learning practice in a range of educational contexts and settings;
  • The concept of individual and collegial reflective practice and strive for continual improvement based on educational theory and contemporary literature;
  • The explicit and tacit dimensions of own discipline area and implications for learning, teaching and assessing in a range of educational contexts;
  • The diverse characteristics and needs of adolescent and adult learners;
  • Their community and industry stakeholders and the role of the educators to respond positively to current and emerging workforce professional development needs.
  • Subject and multidisciplinary knowledge and skills;
  • Accomplished communicators;
  • Recognise and critically evaluate issues of social responsibility;
  • Culturally competent citizens;
  • Respect diversity.
2. Skills. Graduates will be able to:
  • Integrate their knowledge of learning and pedagogy with their own professional discipline expertise;
  • Contribute meaningfully to the education profession in schools or vocational education contexts;
  • Respond constructively and positively to changing educational contexts and learner needs through individual and critically reflective collegial practice;
  • Collaborate effectively with community and industry stakeholders in order to build positive and effective partnerships.
  • Subject and multidisciplinary knowledge and skills;
  • Accomplished communicators;
  • Creative and critical literacies;
  • Respect diversity;
  • Skills of inquiry.
3. Application of knowledge and skills. Graduates will be able to:
  • Utilise educational theory and professional knowledge to design, develop, deliver, assess and evaluate applied learning programs in different learning and teaching contexts;
  • Research own teaching practice using educational theory and research literature;
  • Use professional standards to reflect on teaching practice and strive for continual improvement.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry;
  • Recognise and critically evaluate issues of social responsibility.
4. Communication. Graduates will be able to:
  • Communicate professionally in school and vocational education settings using a wide range of traditional and digital media;
  • Apply teacher information literacy skills to research and reflect on their own teaching and share knowledge and professional practice with colleagues in the wider educational community;
  • Communicate sensitively with diverse adult and adolescent students to facilitate engagement with learning.
  • Accomplished communicators;
  • Skills of inquiry;
  • Creative and critical literacies;
  • Respect diversity;
  • Culturally competent citizens.
5. Professional learning. Graduates will:
  • Autonomously pursue opportunities to improve the learning experience of, and outcomes for, their students;
  • Apply a range of reflective practices to continually improve their teaching in applied learning settings;
  • Be able to utilise a wide range of digital technologies to portray, share, and open their practice to professional constructive criticism in the pursuit of continual improvement;
  • Recognise and respond to frameworks for the professional development of VET practitioners as articulated by national and international bodies.
  • Skills of inquiry;
  • Creative and critical literacies.
6. Ethical practice. Graduates will:
  • Conduct their practice in education settings in an ethical, collaborative, professional and accountable manner;
  • Value social and environmental sustainability, understand environment issues and be able to contribute to education for sustainable development;
  • Engage sensitively and ethically with all stakeholders across the field of education.
  • Recognise and critically evaluate issues of social responsibility;
  • Accomplished communicators;
  • Culturally competent citizens.
7. Teacher Education Information (TEIL) capabilities. Graduates will:
  • Identify, critically engage with, and communicate ideas in a structured, cohesive and ethical manner.
  • Skills of inquiry;
  • Accomplished communicators.

The Bachelor of Education (Applied Learning) course is based on the principles of authentic and applied learning, informed by national professional standards for teaching and contemporary theoretical perspectives on education. It aims to be directly relevant to teacher daily practice through the construction of collaborative learning and reflection opportunities, and assessments that maximise both the development of student knowledge and the application of educational theory to improving teaching in the vocational education sector. We encourage the development of a reflective, professional identity through collegial interactions in a variety of settings and increasing student ownership of learning and professional autonomy.

We recognise that our students come from diverse personal, professional, and educational backgrounds, and that during this course they will continue to fulfil other important developmental roles such as a teacher, parent, and family and community member. We acknowledge that our students are certified and respected professionals in their particular vocational fields, that many will have business and management experience, and that they seek recognition of their previous achievements, professional values and understandings, and insights. Our students are united by a desire to extend their teaching knowledge and skills through engagement with authentic and applied learning environments which will challenge them and facilitate further growth and knowledge. Our students value a course that is verified by national professional teaching standards, and learning strategies that facilitate the development of new skills readily transferable into enhanced teaching practice in the Vocational Education and Training sector. They desire flexible environments that recognise differing learning approaches and offer assessment opportunities that verify and extend understanding, and provide for the creation of new knowledge and products to help them meet the needs of their own students in a changing workplace. On graduation, our students also wish to be acknowledged as fully registered professional teachers alongside their colleagues in other educational sectors.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Course Learning Outcomes Links to Graduate Quality Statement
1. Knowledge. Graduates will know and understand:
  • The theoretical and philosophical underpinnings of learning and teaching, and be able to define effective applied learning practice in a range of educational contexts and settings;
  • The concept of individual and collegial reflective practice and strive for continual improvement based on educational theory and contemporary literature;
  • The explicit and tacit dimensions of own discipline area and implications for learning, teaching and assessing in a range of educational contexts;
  • The diverse characteristics and needs of adolescent and adult learners;
  • Their community and industry stakeholders and the role of the educators to respond positively to current and emerging workforce professional development needs.
  • Subject and multidisciplinary knowledge and skills;
  • Accomplished communicators;
  • Recognise and critically evaluate issues of social responsibility;
  • Culturally competent citizens;
  • Respect diversity.
2. Skills. Graduates will be able to:
  • Integrate their knowledge of learning and pedagogy with their own professional discipline expertise;
  • Contribute meaningfully to the education profession in schools or vocational education contexts;
  • Respond constructively and positively to changing educational contexts and learner needs through individual and critically reflective collegial practice;
  • Collaborate effectively with community and industry stakeholders in order to build positive and effective partnerships.
  • Subject and multidisciplinary knowledge and skills;
  • Accomplished communicators;
  • Creative and critical literacies;
  • Respect diversity;
  • Skills of inquiry.
3. Application of knowledge and skills. Graduates will be able to:
  • Utilise educational theory and professional knowledge to design, develop, deliver, assess and evaluate applied learning programs in different learning and teaching contexts;
  • Research own teaching practice using educational theory and research literature;
  • Use professional standards to reflect on teaching practice and strive for continual improvement.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry;
  • Recognise and critically evaluate issues of social responsibility.
4. Communication. Graduates will be able to:
  • Communicate professionally in school and vocational education settings using a wide range of traditional and digital media;
  • Apply teacher information literacy skills to research and reflect on their own teaching and share knowledge and professional practice with colleagues in the wider educational community;
  • Communicate sensitively with diverse adult and adolescent students to facilitate engagement with learning.
  • Accomplished communicators;
  • Skills of inquiry;
  • Creative and critical literacies;
  • Respect diversity;
  • Culturally competent citizens.
5. Professional learning. Graduates will:
  • Autonomously pursue opportunities to improve the learning experience of, and outcomes for, their students;
  • Apply a range of reflective practices to continually improve their teaching in applied learning settings;
  • Be able to utilise a wide range of digital technologies to portray, share, and open their practice to professional constructive criticism in the pursuit of continual improvement;
  • Recognise and respond to frameworks for the professional development of VET practitioners as articulated by national and international bodies.
  • Skills of inquiry;
  • Creative and critical literacies.
6. Ethical practice. Graduates will:
  • Conduct their practice in education settings in an ethical, collaborative, professional and accountable manner;
  • Value social and environmental sustainability, understand environment issues and be able to contribute to education for sustainable development;
  • Engage sensitively and ethically with all stakeholders across the field of education.
  • Recognise and critically evaluate issues of social responsibility;
  • Accomplished communicators;
  • Culturally competent citizens.
7. Teacher Education Information (TEIL) capabilities. Graduates will:
  • Identify, critically engage with, and communicate ideas in a structured, cohesive and ethical manner.
  • Skills of inquiry;
  • Accomplished communicators.

This course recognises that the early years establish the foundations upon which subsequent learning is constructed. We believe therefore, that it is important that pre-service teachers have a sound understanding of early childhood theories, approaches, child development, curricula, and contemporary and alternative pedagogies. We value independent, critical and analytical thinking, problem solving, respectful interactions, and collaborative partnerships with peers, colleagues, professionals and families. Our learning and teaching environments enable pre-service teachers to examine, discuss, review, apply and reflect upon their knowledge, skills and attitudes within diverse cultures, socio-economic and demographic contexts. Learning is multi modal, either on campus, by distance, or during professional placements within communities, early education and care and school based settings. These environments assist pre-service teachers to experience the nexus between theory, research and practice. The course learning outcomes accord with Australian Professional Teacher Standards (AITSL), relevant State/Territory Teacher Registration Board (TRB) regulations, and Australian Children's Education and Care Quality Authority (ACECQA) early childhood curriculum areas stipulated for initial pre-service teacher coursework.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Course Learning Outcomes Links to Graduate Quality Statement
1. Exhibit the ethical, active and responsible professional practice which is central to Education as a discipline by:
  • Demonstrating the necessary attitudes, dispositions and professional values to meet the needs of children, families and the education profession, including a commitment to care, social justice, indigenous reconciliation, inclusion, student engagement and achievement;
  • Demonstrating that they know education theory and practice from a global perspective, with a commitment to celebrating cultural diversity and promoting education for a sustainable future.
  • Recognise and evaluate issues of social responsibility;
  • Ethical conduct;
  • Respect for diversity;
  • Culturally competent citizens;
  • Recognise and critically evaluate issues of social responsibility.
2. Exhibit depth and breadth of educational knowledge by:
  • Demonstrating pedagogical content knowledge across the range of disciplinary and cross-disciplinary curriculum areas and professional studies units;
  • Following specialised core early childhood units and a teacher as reflective practitioner action research pathway, in their final year of study.
  • Subject and multidisciplinary knowledge and skills.
3. Demonstrate a critical understanding of Education by:
  • Creating, planning, and justifying high quality learning experiences supported by well-developed pedagogical reasoning;
  • Reflecting on and evaluating learning and teaching approaches and, and explaining why current educational knowledge is contestable and open to research and further enquiry;
  • Articulating the transformative purpose and potential of education in society.
  • Creative and critical literacies;
  • Sustainability.
4. Apply their knowledge and teaching skills by:
  • Incorporating insights from theory and research evidence into their developing teaching practice;
  • Demonstrating graduate level proficiency in teaching settings – notably in teaching literacy and numeracy - and attaining the graduate professional standards relevant to Education.
  • Highly regarded professionals;
  • Creative and critical literacies;
  • Recognise issues of social responsibility.
5. Communicate effectively by:
  • Demonstrating language and literacy across a broad range of communication modes and technologies in educational contexts;
  • Demonstrating teacher education information literacy capabilities to identify, critically engage with, and communicate ideas in a structured, cohesive, and ethical manner;
  • Engaging with a range of professional stakeholders;
  • Collaborating and empowering families and communities.
  • Accomplished communicators
6. Apply teacher education information literacy [TEIL] capabilities by:
  • Identifying, critically engaging with, and communicating ideas in a structured, cohesive, and ethical manner.
  • Skills of inquiry;
  • Accomplished communicators.
7. Show their commitment to professional learning by:
  • Being independent, open-minded, and critically reflective learners;
  • Working responsibly in individual and collaborative contexts;
  • Seeking out - and learning from - constructive feedback;
  • Recognising the benefits of ongoing professional learning and refinement of their teaching practice.
  • Equipped and inspired to shape and respond to the opportunities and challenges of the future;
  • Working in individual and collaborative ways;
  • Highly regarded professionals.

The Bachelor of Education (Health and Physical Education) course encompasses both a body of knowledge and a process of enquiry, founded upon an interdisciplinary approach to equip initial teacher education students with the skills and knowledge to educate about, and for, being healthy for life. This threshold theme is underpinned by the five strands of health and wellbeing, specifically: physical, mental and emotional, social, environmental and spiritual. These strands direct the elements within course units, specifically: pedagogy, curriculum, community, inclusivity, literacies, technologies, sport and recreation, kinesiology, and sustainability.

The Bachelor of Education (Health and Physical Education) course provides graduates with a contemporary, comprehensive, high quality, critical, scientific, and experience-based professional degree for individual and community health and wellbeing. All experiences focus on the multiple dimensions of health and wellbeing and how teachers can influence people to be healthy for life. The degree is underpinned by five strands of health that inform a wide range of interrelated experiences that give graduates the ability to provide quality opportunities to learn, lead, plan, teach, and research across a range of formal and informal teaching and learning contexts. Our teaching and research programmes are contextual, evidence based and future focused, designed to develop health and physical educators who are able to facilitate learning about and for health and wellbeing.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Course Learning Outcomes Links to Graduate Quality Statement
1. Exhibit depth and breadth of knowledge by:
  • Knowing students and how they learn across a variety of contexts;
  • Demonstrating pedagogical content knowledge across the range of disciplinary and cross-disciplinary curriculum areas;
  • A broad and coherent body of knowledge that is the basis for professional practice as health and physical educators in junior and senior secondary school settings;
  • Providing integrated learning experiences that underpin health and wellness;
  • By acquiring knowledge as the basis for further learning and professional engagement in on-going professional development.
  • Subject and multidisciplinary knowledge and skills;
  • Recognise and critically evaluate issues of social responsibility;
  • Culturally competent citizens;
  • Respect diversity;
  • Highly regarded professionals.
2. Demonstrate a critical understanding of health and physical education by:
  • Planning for, implementing, and assessing teaching and learning across a variety of contexts;
  • Analysing teaching and learning approaches that are underpinned by evidence and inquiry;
  • Exhibiting a critically informed sense of how health and wellbeing interacts with society in a two way dialectical relationship;
  • Having the meta cognitive skills to critically, analyse, consolidate and synthesise knowledge and skills that contribute to quality health and physical education pedagogy.
  • Subject and multidisciplinary knowledge and skills;
  • Accomplished communicators;
  • Creative and critical literacies;
  • Respect diversity;
  • Skills of inquiry;
  • Recognise and critically evaluate issues of social responsibility.
3. Exhibit depth and breadth of educational knowledge and skills by:
  • Creating and maintaining safe, supportive, sustainable, and inclusive health and wellbeing learning environments;
  • Articulating the transformative purpose and potential of education in society;
  • Demonstrating graduate level proficiency in teaching settings – notably in literacy and numeracy - and attaining the graduate professional standards relevant to education.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry;
  • Recognise and critically evaluate issues of social responsibility;
  • Sustainability.
4. Communicate effectively by:
  • Demonstrating literacy across a broad range of communication modes and technologies in educational contexts;
  • Demonstrating information literacy capabilities to identify, critically engage with, and communicate ideas with coherence and clarity to range of professional stakeholders.
  • Accomplished communicators;
  • Skills of inquiry;
  • Creative and critical literacies;
  • Respect diversity;
  • Culturally competent citizens.
5. Show their commitment to professional learning by:
  • Being independent, open-minded, and critically reflective learners;
  • Working responsibly in individual and collaborative contexts;
  • Reflecting on personal performance and feedback to identify and implement self-learning and self-improvement opportunities as the basis for independent life-long learning.
  • Skills of inquiry;
  • Recognise and critically evaluate issues of social responsibility;
  • Highly regarded professionals.
6. Exhibit the ethical, active and responsible professional practice which is central to education as a discipline by:
  • Engaging professionally with colleagues, parents/carers and the community.
  • Demonstrating the professional attitudes and values to ensure the educational needs of all children are met;
  • Understand and incorporate within their pedagogy a commitment to inclusivity, cultural awareness, sustainability, and diversity, and social justice to provide the opportunity for student engagement and achievement;
  • Creating and implementing teaching and learning experiences which reflect a global perspective;
  • Having knowledge across the range of disciplinary and cross-disciplinary curriculum areas and professional studies units.
  • Recognise and critically evaluate issues of social responsibility;
  • Accomplished communicators;
  • Culturally competent citizens;
  • Skills of inquiry;
  • Recognise and critically evaluate issues of social responsibility;
  • Ethical conduct;
  • Highly regarded professionals./li>

The B.Ed. (Primary) program at the University of Tasmania aims to educate teachers who are committed to high quality teaching and learning and making a difference to the life chances of young people. We seek to educate ethical, reflective and highly regarded professionals committed to meeting the needs of children. In unlocking the potential of our initial teacher education students, we expect a high level of personal, academic, intellectual and professional engagement. We want beginning teachers to develop cognitive and meta-cognitive capabilities in order to be able to think analytically about the complexities of teaching and learning and to incorporate insights from theory and research evidence into their developing classroom practice. The program is underpinned by integral professional experiences that give students opportunities to apply their knowledge and skills in different learning and community contexts. The learning outcomes for the course are framed by the Graduate Teacher Standards established by the Australian Institute for Teaching and School Leadership (AITSL) and by the disciplinary Threshold Learning Outcomes for Bachelor Level study of Education. However, our program aims to extend beyond these standards. Both disciplinary and professional studies units of study support the initial teacher education students' articulation of well-developed pedagogical reasoning in support of increasingly confident, active and purposeful teaching practice.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

The Course Learning Outcomes below are aligned to – and consistent with – the Threshold Learning Outcomes (TLOs) for study of the discipline of Education at Level 7 (Heath, 2011). They were developed to support accreditation of the B.Ed. (Primary) program in 2015 and created in partnership with professional stakeholders.

[Heath, G. (2011). >ACDE Project: Bachelor Degrees in Education Threshold Learning Outcomes

Course Learning Outcomes Links to Graduate Quality Statement
1. (TLO6) Exhibit the ethical, active and responsible professional practice which is central to Education as a discipline by:
  • Demonstrating the necessary attitudes and professional values to meet the needs of children and the education profession, including a commitment to care, social justice, indigenous reconciliation, inclusion, student engagement and achievement;
  • Demonstrating that they know education theory and practice from a global perspective, with a commitment to celebrating cultural diversity and promoting education for a sustainable future.
  • Recognise and evaluate ethical conduct;
  • Respect diversity;
  • Culturally competent citizens in local, national, and global society;
  • Recognise and critically evaluate issues of social responsibility.
2. (TLO1) Exhibit depth and breadth of educational knowledge by:
  • Demonstrating pedagogical content knowledge across the range of disciplinary and cross-disciplinary curriculum areas and professional studies units;
  • Demonstrating well-developed knowledge through a specialised elective and action research pathway.
  • Subject and multidisciplinary knowledge and skills.
3. (TLO2) Demonstrate a critical understanding of Education by:
  • Creating, planning, and justifying high quality learning experiences supported by well-developed pedagogical reasoning;
  • Analysing teaching and learning approaches and explaining why current educational knowledge is contestable and open to research and further enquiry;
  • Articulating the transformative purpose and potential of education in society.
  • Creative and critical literacies;
  • Evaluate issues of sustainability.
4. (TLO6) Apply their knowledge and teaching skills by:
  • Incorporating insights from theory and research evidence into their developing teaching practice;
  • Demonstrating graduate level proficiency in teaching settings – notably in teaching literacy and numeracy - and attaining the graduate professional standards relevant to Education.
  • Highly regarded professionals;
  • Creative and critical literacies;
  • Recognise issues of social responsibility.
5. (TLO4) Communicate effectively by:
  • Demonstrating literacy across a broad range of communication modes and technologies in educational contexts;
  • Engaging with a range of community and professional stakeholders.
  • Accomplished communicators.
6. Apply Teacher Education Information Literacy [TEIL] capabilities by:
  • Identifying, critically engaging with, and communicating ideas in a structured, cohesive, and ethical manner.
  • Skills of inquiry;
  • Accomplished communicators.
7. (TLO5) Show their commitment to professional learning by:
  • Being independent, open-minded, and critically reflective learners;
  • Working responsibly in individual and collaborative contexts;
  • Seeking out - and learning from - constructive feedback;
  • Recognising the benefits of ongoing professional learning and refinement of their teaching practice.
  • Equipped and inspired to shape and respond to the opportunities and challenges of the future;
  • Working in individual and collaborative ways;
  • Highly regarded professionals.

The Bachelor of Education (Science and Mathematics) course is based on the principle of enquiry-based learning informed by professional standards and contemporary theoretical perspectives on education, science and mathematics. It is founded upon an interdisciplinary and collaborative approach to curriculum development and teaching, to develop new ways of integrating the content (the what) and pedagogical (the how) expertise of education and discipline professionals in mathematics and science. We acknowledge the critical importance of students recognising and understanding the interconnectedness of science and mathematics through curriculum design and assessment. Throughout the course, we encourage students to develop a reflective and holistic approach to their study of content and pedagogies by incorporating interrelated learning experiences and opportunities to gain an authentic experience working as a scientist or mathematician. The course provides initial teacher education students with a deep understanding of the principles and applications of science and mathematics to construct powerful professional knowledge for teaching.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

At successful completion of this degree, graduates will:

Course Learning Outcomes Links to Graduate Quality Statement
1. Exhibit depth and breadth of knowledge: Graduates:
  • 1.1 know and understand learning and learners through the history, philosophies, sociology and current issues and practices of education
  • 1.2 know and understand the physical, social and emotional dimensions of learners and learning
  • 1.3 know and appreciate the importance of developmental learning contexts
  • 1.4 have knowledge and understanding of education policies, appropriate curricula, learning theory and practice, Indigenous Australian and other cultures
  • 1.5 know education theory and practice from a global perspective
  • 1.6 know and understand of the discipline and the profession of education
  • 1.7 have particular knowledge of their field of education and/or teaching discipline(s) and the learning theory and practice relevant in that field or discipline.
  • 1.8 know the methods of science and why current scientific knowledge is both contestable and testable by further inquiry
  • 1.9 know and understand the role and relevance of science in society
  • 1.10 know the role of constructing logical, clearly presented and justified arguments incorporating deductive reasoning
  • 1.11 know the breadth of mathematics, its role in other fields, and the way other fields contribute to development of the mathematical sciences
  • 1.12 have well-developed knowledge in at least one science disciplinary area and knowledge in at least one other science disciplinary area
  • 1.13 know the principles and concepts of a broad range of fundamental areas in the mathematical sciences.
  • Subject and multidisciplinary knowledge and skills
  • Accomplished communicators
  • Recognise and critically evaluate issues of social responsibility
  • Culturally competent citizens
  • Respect for diversity
  • Skills of inquiry
2. Demonstrate a critical understanding of relevant disciplines Graduates have:
  • 2.1 Cognitive-analytical, critical, creative skills necessary for entry into the education profession or other related professional pathway
  • 2.2 Professional practice skills necessary for entry into the education profession or other related professional pathway.
  • 2.3 The skills and abilities to enable the development of critically reflective practitioners who are responsive to complex learning contexts
  • 2.4 The ability to design, deliver and evaluate effective programs for learning.
  • Subject and multidisciplinary knowledge and skills
  • Accomplished communicators
  • Creative and critical literacies
  • Skills of inquiry
  • Highly regarded professionals
3. Apply knowledge and teaching skills Graduates can:
  • 3.1 synthesise theoretical understanding and practical skills to interpret community and individual learning needs
  • 3.2 implement learning strategies, apply research findings
  • 3.3 integrate learning with assessment and feedback
  • 3.4 recognise the importance of, and participate in leadership and collaboration in education settings.
  • 3.5 display innovation in the design, adaptation and implementation of effective learning in their areas of education or other related specialisation
  • 3.6 exercise informed professional judgement in planning and decision making in professional practice.
  • 3.7 gather, synthesise and critically evaluate information from a range of sources
  • 3.8 design and plan an investigation
  • 3.9 select and apply practical and/or theoretical techniques or tools in order to conduct an investigation
  • 3.10 collect, accurately record, interpret and draw conclusions from scientific data
  • 3.11 demonstrate the cooperativeness and effectiveness of working in a team environment
  • 3.12 formulate and model practical and abstract problems in mathematical and/or statistical terms using a variety of methods
  • 3.13 apply mathematical and/or statistical principles, concepts, techniques and technology to solve practical and abstract problems and interpret results critically.
  • 3.14 apply teacher education information literacy [TEIL] capabilities.
  • Subject and multidisciplinary knowledge and skills
  • Creative and critical literacies
  • Skills of inquiry
  • Working in individual and collaborative ways
4. Communicate effectively Graduates:
  • 4.1 are literate across a broad range of communication modes and technologies, in educational contexts
  • 4.2 understand the role of language and communication for education and learning
  • 4.3 communicate sensitively with diverse communities for positive educational outcomes for learners
  • 4.4 communicate effectively with allied professionals, advancing the interests of learner and communities.
  • 4.5 communicate scientific results, information, or arguments, to a range of audiences, for a range of purposes, and using a variety of modes
  • 4.6 Communicate mathematical and statistical information, arguments, or results for a range of purposes using a variety of means.
  • Accomplished communicators
  • Skills of inquiry
  • Creative and critical literacies
  • Respect diversity
  • Culturally competent citizens
  • Working in individual and collaborative ways
5. Show commitment to professional learning Graduates:
  • 5.1 have the capacity for independent, autonomous, self-directed learning
  • 5.2 understand the importance of self-motivation, and critically-reflective practice
  • 5.3 engage collaboratively to enhance self-knowledge and personal resilience
  • 5.4 seek and learn from constructive feedback and professional evaluation for further learning and professional advancement.
  • Skills of inquiry
  • Creative and critical literacies
  • Ethical conduct
  • Working in individual and collaborative ways
  • Highly regarded professionals
  • Sustainability
6. Exhibit ethical, active and responsible professional practice Graduates:
  • 6.1 adopt reflective practice, show respect for colleagues and community members
  • 6.2 understand the importance of good judgement and sound decision-making
  • 6.3 display fair and equitable treatment of students or clients
  • 6.4 understand underlying ethical principles such as equity and mutual respect
  • 6.5 apply the relevant professional code of ethics
  • 6.6 conduct their practice in education settings in an ethical, collaborative, professional and accountable manner
  • 6.7 value social and environmental sustainability, understand environmental issues and be able to contribute to education for sustainable development
  • 6.8 engage sensitively and ethically with all stakeholders across the field of education
  • 6.9 work effectively with these stakeholders, including parents/carers, colleagues, government and members of other professions
  • 6.10 work across cultures, values and beliefs, understand social and policy issues and engage in current debates regarding policy and practice which impact on the broad field of education
  • 6.11 work effectively, responsibly and safely in an individual or team context
  • 6.12 demonstrate knowledge of the regulatory frameworks relevant to their disciplinary area and personally practising ethical conduct
  • 6.13 ethically apply mathematical and statistical approaches to solving problems.
  • Recognise and critically evaluate issues of social responsibility
  • Accomplished communicators
  • Culturally competent citizens
  • Ethical conduct
  • Working in individual and collaborative ways
  • Highly regarded professionals
  • Respect for diversity
  • Sustainability

The Bachelor of Education with Professional Honours is based on principles of active learning and practice-oriented enquiry, informed by professional standards, contemporary theoretical perspectives, and research in teaching and learning. The course is founded on a key value of personal and collective professional responsibility for the improvement of educational outcomes and environments for learning across diverse settings.

The course aims to be relevant and responsive to the needs of people in a range of education-related roles. Graduates will work in collegial ways and communicate effectively across professional settings to initiate and support change in and beyond their immediate spheres of influence. By the end of the course, graduates will have new professional knowledge and an understanding of key research principles and methods. They will be able to critically reflect on and investigate practice and apply new ideas in diverse educational contexts.

Specialist Bachelor of Education with Professional Honours courses are offered in the following areas:

  • APPLIED LEARNING offers a contemporary educational approach to diverse learners, recognising the need for authentic and meaningful learning and teaching strategies to effectively integrate theory with practice. Applied learning is aligned with the broad principles of adult education, situated learning and reflective practice.
  • TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) presents a comprehensive and contemporary examination of the most salient issues concerning English language learning and teaching, both globally and domestically. The TESOL course encourages innovative pedagogy informed through presented theory, reflective practice and scholarly engagement with other participants.
  • GLOBAL EDUCATION aims to develop a global perspective in teaching and learning through a critical analysis of theory and research in the area and the opportunity to reflect on and to develop pedagogy and curriculum to enhance global citizenship through education.
  • SCIENCE EDUCATION encompasses both life sciences and physical sciences and engages with current developments in science internationally. This course addresses professional learning opportunities, particularly in examining how contemporary science developments ("hot topics") can be integrated in classroom curriculum and pedagogy.
  • GEOGRAPHICAL EDUCATION provides opportunities for practising teachers in primary, high schools and colleges to update and broaden their understanding of geographical knowledge and skills, and will be of interest to those working across the arts and sciences.
  • EARLY CHILDHOOD provides learners with the opportunity to deepen their teaching, research and professional skills and knowledge of children aged from birth – 8 years. Accredited by Australian Children's Education and Care Quality Authority (ACECQA), learning strategies and assessment tasks focus on theory, practical application and integration with everyday teaching and workplace activities.
  • TEACHING DIGITAL TECHNOLOGIES provides a refresher background to improved personal classroom IT skills; then moves on to techniques for developing student coding skills to create digital solutions using computational thinking. For teachers of students K-10.
  • LEADERSHIP recognises that leadership occurs in a range of different contexts within the human services areas. Leadership is perceived to be an action rather than being associated with a position and is perceived being everyone's responsibility within an organisation.
  • INCLUSIVE EDUCATION focuses on excellence and equity in catering for student diversity and exceptionality. This course is characterised by an emphasis on understanding the unique abilities and needs of students in the context of their learning community, as well as on designing effective, collaborative, and socially valid approaches to education informed by research evidence.
  • HIGHER EDUCATION provides a collegial environment for the development of theoretical and practical knowledge of student learning in Higher Education. The course fosters the scholarship of teaching through critical self-reflection, review and research whilst developing skills in teaching, curriculum design, assessment, and evaluation.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Course Learning Outcomes Links to Graduate Quality Statement
1. Knowledge - Graduates will know and understand:
  • The theoretical foundations and practice of education (including various specialisations), and how these can facilitate enhanced pedagogical approaches, curriculum, policy, and student engagement from a global perspective;
  • The relationship between reflective practice and professional standards in local and/or global education contexts, and how each can define, validate and enhance learning and teaching;
  • The key research principles and methods applicable to extending knowledge in their specialised area of interest.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry.
2. Skills - Graduates will:
  • Critically reflect on practice and/or research findings to develop new understandings that can inform sound professional judgment, planning and decision making;
  • Apply education theory to specific content and/or pedagogical knowledge to inform and advance learner outcomes and/or systemic developments within their own contexts;
  • Initiate constructive responses to changing educational contexts and learner needs.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry.
3. Application of Knowledge and Skills - Graduates will:
  • Utilise educational theory and professional knowledge to design and evaluate programs in different learning and teaching contexts.
  • Independently utilise professional standards and contemporary scholarly literature to reflect on practice and facilitate positive educational change.
  • Plan and conduct independent inquiry to inform professional practice.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Accomplished communicators;
  • Skills of inquiry;
  • Respect diversity;
  • Recognise and critically evaluate issues of social responsibility;
  • Ethical conduct.
4. Communication, Collaboration and Leadership - Graduates will:
  • Communicate professionally and effectively across diverse settings and audiences;
  • Apply their knowledge and skills in collaborative practice and/or leadership roles.
  • Creative and critical literacies;
  • Accomplished communicators;
  • Culturally competent citizens;
  • Respect diversity;
  • Ethical conduct.
5. Professional Learning - Graduates will:
  • Utilise contemporary literature and professional standards to improve practice and promote constructive and collegial learning in educational contexts;
  • Employ appropriate technologies to investigate and share practice with peers engaged in professional communities;
  • Be responsible and accountable for their own learning.
  • Creative and critical literacies;
  • Accomplished communicators;
  • Skills of inquiry.
6. Ethical Professional Practice - Graduates will:
  • Conduct their practice and engage with stakeholders in an ethical, collaborative, professional and accountable manner;
  • Understand that, globally, educational professionalism requires ethical standards as well as evidence-based and exploratory approaches to teaching and learning.
  • Culturally competent citizens;
  • Respect diversity;
  • Recognise and critically evaluate issues of social responsibility;
  • Ethical conduct.

The Master of Education (Coursework) is based on principles of active learning and practice-oriented enquiry, informed by professional standards, contemporary theoretical perspectives, and research in teaching and learning. The course is founded on a key value of personal and collective professional responsibility for the improvement of educational outcomes and environments for learning across diverse settings.

The course aims to be relevant and responsive to the needs of people in a range of education-related roles. Graduates will work in creative and collegial ways and communicate effectively as specialists to initiate and evaluate change in and beyond their immediate spheres of influence. By the end of the course, graduates will have specialist knowledge about professional practice and advanced knowledge of research design and method. They will be able to investigate and evaluate practice, and design and implement independent research in diverse educational contexts.

Specialist Master of Education (Coursework) courses are offered in the following areas:

  • TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) presents a comprehensive and contemporary examination of the most salient issues concerning English language learning and teaching, both globally and domestically. The TESOL course encourages innovative pedagogy informed through presented theory, reflective practice and scholarly engagement with other participants.
  • GLOBAL EDUCATION aims to develop a global perspective in teaching and learning through a critical analysis of theory and research in the area and the opportunity to reflect on and to develop pedagogy and curriculum to enhance global citizenship through education.
  • LEADERSHIP recognises that leadership occurs in a range of different contexts within the human services areas. Leadership is perceived to be an action rather than being associated with a position and is perceived being everyone's responsibility within an organisation.
  • INCLUSIVE EDUCATION focuses on excellence and equity in catering for student diversity and exceptionality. This course is characterised by an emphasis on understanding the unique abilities and needs of students in the context of their learning community, as well as on designing effective, collaborative, and socially valid approaches to education informed by research evidence.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Course Learning Outcomes Links to Graduate Quality Statement
1. Knowledge - Graduates will know and understand:
  • The theoretical foundations and practice of education (including various specialisations) and how these have informed and can facilitate developments in educational practice from a global perspective;
  • The inter-relationship of educational research, professional standards, and reflective practice in defining, validating and enhancing learning and teaching in local and global contexts;
  • Research principles and methods applicable to extending and generating new knowledge in the area of education.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry;
  • Culturally competent citizens.
2. Skills - Graduates will:
  • Critically reflect on and evaluate research findings and professional practice to creatively design, implement, assess and/or theorise responses to changing educational contexts and learner needs;
  • Integrate education theory with specific content and/or pedagogical knowledge to advance learner outcomes and/or systemic developments in education contexts;
  • Synthesise and analyse scholarly literature to deepen understanding and evaluation of local and international developments in practice.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry.
3. Application of Knowledge and Skills - Graduates will:
  • Integrate educational theory, professional knowledge and research skills to plan, implement and evaluate a research project, theoretical investigation, or professional enquiry initiative;
  • Independently utilise professional standards and contemporary scholarly literature to reflect on practice and facilitate positive educational change.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Accomplished communicators;
  • Skills of inquiry;
  • Respect diversity;
  • Recognise and critically evaluate issues of social responsibility;
  • Ethical conduct.
4. Communication, Collaboration and Leadership - Graduates will:
  • Communicate professionally and effectively across diverse settings to specialist and non-specialist audiences;
  • Facilitate the development of advanced knowledge and skills in collaborative practice and leadership roles.
  • Creative and critical literacies;
  • Accomplished communicators;
  • Culturally competent citizens;
  • Respect diversity;
  • Ethical conduct.
5. Professional Learning - Graduates will:
  • Utilise contemporary literature and professional standards to lead and improve practice and promote constructive and collegial learning in educational contexts;
  • Employ appropriate technologies to share practice and research findings with peers and stakeholders;
  • Be responsible and accountable for their own learning.
  • Creative and critical literacies;
  • Accomplished communicators;
  • Skills of inquiry.
6. Ethical Professional Practice - Graduates will:
  • Conduct their practice and engage with stakeholders in an ethical, collaborative, professional and accountable manner;
  • Understand that, globally, educational professionalism requires ethical standards as well as evidence-based and exploratory approaches of practice, research and evaluation.
  • Culturally competent citizens;
  • Respect diversity;
  • Recognise and critically evaluate issues of social responsibility;
  • Ethical conduct.

The Master of Teaching degree is designed according to the premise that, in order to foster learning outcomes that prepare young people for success in the 21st Century, teachers must be ethical, professional, analytic, scholarly, accountable, and reflective practitioners of evidence-based teaching. The Master of Teaching programme aims to foster in its graduates the capacity to make well-informed decisions about what constitutes professional best practice applied in complex, inclusive teaching environments, and seeks to cultivate a love of lifelong learning, and the desire to share this with students. These well-informed decisions must be synthesised into reflective teaching practice, must incorporate sound knowledge and understanding of how diverse students learn, and must entail the deployment of pedagogical content knowledge in and across all relevant subject areas.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills, and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Course Learning Outcomes Links to Graduate Quality Statement
1. Knowledge:
  • In-depth understanding of education in their specific area of study: cross-curricular if primary qualified, discipline-specific if secondary.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry;
  • Culturally competent citizens.
2. Skills:
  • Cognitive, creative, analytical, critical and practical skills consistent with advanced knowledge of their area of education.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Skills of inquiry.
3. Application of Knowledge and Skills:
  • The capacity to synthesise theoretical understanding and practical skills to effectively plan, present and implement complex learning and teaching practices.
  • Subject and multidisciplinary knowledge and skills;
  • Creative and critical literacies;
  • Accomplished communicators;
  • Skills of inquiry;
  • Respect diversity;
  • Recognise and critically evaluate issues of social responsibility;
  • Ethical conduct.
4. Communication, Collaboration and Leadership:
  • Advanced speaking, reading, writing, listening, interpretative and advocacy skills to equip them for leadership in their area of education.
  • Creative and critical literacies;
  • Accomplished communicators;
  • Culturally competent citizens;
  • Respect diversity;
  • Ethical conduct;
  • Working in individual and collaborative ways.
5. Professional Learning:
  • A highly developed capacity for independent, autonomous, self-directed learning.
  • Creative and critical literacies;
  • Accomplished communicators;
  • Skills of inquiry;
  • Working in individual and collaborative ways;
  • Ethical conduct.
6. Ethical Professional Practice:
  • Advanced understanding of the values and ethical principles that underpin the broad field of education;
  • Advanced capacity to apply teacher education information literacy (TEIL) capabilities to identify, critically engage with, manage, and communicate ideas in a structured, cohesive, and ethical manner.
  • Highly regarded professionals and culturally competent citizens;
  • Respect diversity;
  • Recognise and critically evaluate issues of social responsibility;
  • Ethical conduct and sustainability.