The Master of Teaching (MTeach) degree is a two-year, graduate-entry, preservice teacher-education program, designed to produce quality teachers through a carefully integrated program at postgraduate master's level. Candidates for the degree have already qualified for a bachelor’s degree in their subject specialities, and undertake the MTeach as their teaching qualification. Many are mature-age students with rich life experience and varied professional backgrounds.

The MTeach addresses important contemporary issues in schooling and education using case-based and enquiry methods. It provides carefully sequenced school experiences culminating in an extensive workplace internship and promotes professional development in participants, especially by fostering reflection upon action (which is the focus of a specific professional research project and a post-internship conference in every designation of the degree program).

The Professional Experience component of the MTeach degree comprises observation visits to three different centres/schools during Semester One of the course, as well as a substantial period of block Professional Experience in each of the subsequent three semesters. The final block period is the Internship. Before undertaking their Internships, all MTeach candidates will have completed 25 days of Professional Experience in Year 1 and a further 20 days in Year 2, as well as a three-semester program of study in their curriculum areas and in foundation education studies.

The MTeach Professional Experience is supported by two academic course components:

  • Study 1 – provides opportunities for student teachers to develop understandings of teaching and educational issues based on an integrated study of the various disciplines of education (psychology, sociology, philosophy and curriculum studies)

  • Curriculum Studies – deals with issues of curriculum and teaching in the key learning areas (KLAs) in which the preservice teacher is preparing to teach. Prior to commencing their internships, Early Childhood students will have studied curriculum, teaching and learning in creative arts, language arts, mathematics, health and wellness, and science; Primary candidates will have studied all the Kindergarten-to-Year-6 KLAs; and Secondary MTeach interns will have studied either two single-method curriculum areas or one double-method curriculum area.

Key characteristics of the MTeach (Early Childhood) internship

This unit enables students to experience the professional work of early childhood teachers over a sustained period (45 days), in a birth-to-five-years daycare setting or a preschool classroom.

Guided by a mentor teacher, they will consolidate and apply their knowledge, skills and understandings about early childhood teaching and learning in an early-childhood centre, explore the legal, social and ethical responsibilities associated with being an early-childhood teacher, and consider their responsibility as educators in early-education teaching communities.

They will assume teaching and related duties within an early-childhood program with a teaching load equivalent to 60 per cent of a normal weekly teaching load, usually spread over four days. The remaining time is spent planning, evaluating and documenting teaching, undertaking the professional research project (pdf, 30kB) and participating in on-campus sessions in which they will reflect on their teaching and develop your research. Throughout the 45 days, interns are expected to demonstrate consolidation of the outcomes achieved in previous supervised Professional Experience units. They will prepare a teaching portfolio that documents their teaching and professional learning and will become the basis of a professional portfolio of their teaching careers.

Key characteristics of MTeach (Primary/Sec) internships

Internship dates

· 25 June 2015 – pre-internship workshops
· July 13 to September 11, 2015 – 45-day internship
· Professional research project workshops – July 24, Aug. 7 & 22, Sept. 4
  (held off-campus, 1–3pm on each of these Fridays)
· Professional Research Project and post-internship conference –
  September 17 and 18

Teaching load

0.5–0.6 of a full teaching load. Final professional research report submission is due on 7 October 2014

Observation of classes

as many as possible across the internship period. Complete a focused observation form (pdf, 192kB) for each lesson observed.


Attendance is mandatory and preservice teachers will be required to make up any time lost due to illness, misadventure or other unforeseen circumstances where their attendance is less than 100 per cent of the professional experience. (Time spent at DEC or graduate interview does not need to be made up but evidence needs to be provided.)

Mentor teacher's responsibilities

· complete an Internship Professional Experience report (pdf, 654kB)
· co-teaching relationship and responsibilities, including general mentor
  guidance where required

Tertiary mentor's responsibilities

at least one liaison visit

Lesson planning

rigorous, including co-teaching discussion where appropriate

Professional research project

As part of the internship, each preservice teachers must engage in a piece of Professional Research Project (EDMT6012) (pdf, 32kB) to produce a 5000–6000 word report, and present their findings at a professional post-internship conference. This research project aims to gather and analyse data with the purpose of improving professional practice and student-learning outcomes. The exact nature of the project is a matter of negotiation between the intern, the school and the tertiary mentor.

The topic of the research project can be selected from a range of options but must focus on the intern’s own practice. This means interns will only employ basic research methods and data collection techniques that a teacher might employ to evaluate their own teaching effectiveness. These methods do not, therefore, require school or University ethics approval. Participation by the mentor and/or a peer colleague in the gathering and analysis of data may be important. The intern is expected to engage in one or two cycles of the following steps after identifying the focus or issue for research:

  1. situational analysis

  2. formulation of a research question

  3. planning for gathering of data/evidence

  4. gathering of data/evidence

  5. analysing data/evidence.

Interns need to aim to formulate a researchable issue before the end of the second week of their internships. In the week following the completion of their internship, they must present a report of their project and its findings together with a poster or electronic representation at the post-internship conference. The report and conference presentation on the research project is an assessed component which, together with the internship, comprises the final phase of the Master of Teaching program. As part of the post-internship conference, students will undertake special-education workshops. Mentor teachers are welcome to attend all or part of this conference. The University also encourages interns to organise a formal presentation of their research to their host school.

Key characteristics of MTeach (School Counselling) internships

This unit is designed to consolidate and build on skills learned in School Psychology 1, 2 and 3, and Professional Studies (Psychology) 1 and 2, as well as the School Psychology Practicum (EDMT5009). The internship comprises 25 days in school settings with a mentoring school counsellor, who is the field supervisor, and under the external supervision of a tertiary mentor from the University staff. Detailed breakdowns of the possible content of the outcome areas, a letter, a summary of requirements and an evaluation form should all be provided to preservice school counsellors, mentoring school counsellors and tertiary mentors. There should be one preparatory briefing seminar in which students should be able to plan for the internship, and opportunities during the internship and at the post-internship conference to reflect on and self evaluate their practical experience. Preservice counsellors should complete the Applied Research Psychology (EDMT6004) during the internship, focusing on mental-health issues with appropriate children and/or young people, and with permission of the student and/or their parents. Preservice school counsellors should use the 25-day block to finalise their psychology portfolio of activity sheets, resources, reports, protocols and similar items.

• Download UoS outline for School Counselling Internship (EDMT6013) (pdf, 125kB)