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Master of TESOL - 2019

Postgraduate - course.

Commencement year

This course entry applies to students commencing this course in 2019 and should be read in conjunction with information provided in the 'Faculty information' section of this Handbook by the Faculty of Education.

Other commencement years for this course: 2018 , 2017 , 2016 and more

Unit codes that are not linked to their entry in the Handbook are not available for study in the current year.

Course code

Credit points

Abbreviated title

CRICOS code

Managing faculty

Coordinator

Student advisers Student advisers ( http://www.monash.edu.au/education/current-students/contact/ )

Contact details

Monash Connect: 1800 MONASH (1800 666 274)

Faculty of Education Faculty of Education ( http://monash.edu/education/current-students/contact/ )

Admission and fees

Course progression map

D6005 (pdf)

Course type

Specialist Master by coursework

Standard duration

2 years FT, 4 years PT

This course normally takes 2 years full-time to complete but if you have relevant entry qualifications you may receive credit and be able to complete the course in 1.5 years or 1 year full-time, or part-time equivalent.

You have a maximum of 6 years to complete this course including any periods of intermission and suspension, and must be continuously enrolled throughout.

Mode and location

On-campus ( Clayton )

Off-campus ( Clayton )

Master of TESOL

Alternative exits

Graduate Certificate of Education Studies

Graduate Diploma of Education Studies

Refer to 'Alternative exits' entry below for further requirements and details.

Description

This course is suitable for a wide range of professionals, educators or prospective educators working in English language teaching in international or local contexts and leads to a postgraduate qualification in TESOL (Teaching English to Speakers of Other Languages). It prepares you as a language teacher, for a wide range of professional contexts in Australia and internationally, who is able to operate with confidence in a changing and increasingly 'internationalised' world.

This course helps you understand the connections between theory and practice and the importance of developing strong principles of evidence-based practice in English language teaching and learning.

Note: This course does not provide a recognised initial teaching qualification. If you are seeking an initial teaching qualification, refer to the information on the Faculty of Education's Master of Teaching Master of Teaching ( http://www.study.monash/courses/find-a-course/2019/teaching-d6001?id=429176 ) course.

These course outcomes are aligned with the Australian Qualifications Framework level 9 and Monash Graduate Attributes Australian Qualifications Framework level 9 and Monash Graduate Attributes ( http://www.monash.edu.au/pubs/handbooks/alignmentofoutcomes.html ) .

Upon successful completion of this course it is expected that you will be able to:

• develop your understanding of core principles of language teaching and learning for TESOL classrooms
• engage with current theory and practice for additional language acquisition and pedagogy
• examine the role of social and cultural contexts in language learning and use
• develop competence in a range of key areas in additional language acquisition, including content-based learning, curriculum development and assessment
• develop critical and analytical skills in discussing relevant and substantive research in the field
• extend disciplinary learning and applied research skills in a professional project
• demonstrate competence in communicating ideas in an academic context.

The course is structured in four parts: Part A. Orientation to education, Part B. Key constructs in education, Part C. Enhanced professional learning and Part D. Professional inquiry. Depending upon prior qualifications, you may receive credit for Part A, and for some units from other parts.

Note: If you are eligible for credit for prior studies you may elect not to receive the credit and complete one of the higher credit-point options.

Part A. Orientation to education

These studies will introduce you to contemporary issues in the study of education. They are intended for students who come into the course without previous qualifications in education or work experience in education-related fields. You will engage with academic traditions and scholarly practices in the field of education at the postgraduate level, become acquainted with a broad range of debates across education contexts and develop an understanding of the complexities in the field.

Part B. Key constructs in education

These studies present key theoretical frames to understand ideas and research conducted across a broad theme of significance in the study of education. The themes offered include learners and learning, curriculum, pedagogy and assessment, education and work, sustainability and inclusion, from which you will choose one or two. You will engage with research that responds to the themes you choose and as a result, advance your capacity to apply scholarly concepts in education more broadly.

Part C. Enhanced professional learning

These studies will deepen your knowledge of particular ideas and practices in TESOL, build your skills and address professional issues. They include consideration of language culture and curriculum, bilingualism, and the development of pedagogy and monitoring of learning in TESOL. Taken together, these knowledge and skills will develop your expertise to be applied across your learning and work contexts.

Part D. Professional inquiry

The focus of these studies is professional inquiry. You will address the challenges and opportunities of using and evaluating research evidence in professional practice. This will include engagement in professional practice to develop and upgrade the practical skills you need to function as effective teachers of TESOL in a variety of contexts. This may include an independent research dimension requiring the knowledge and application of research principles.

Requirements

The course comprises 96 points structured into four parts: Part A. Orientation to education (24 points), Part B. Key constructs in education (12 or 24 points), Part C. Enhanced professional learning (24 or 36 points) and Part D. Professional inquiry (12 or 24 points).

If you are admitted at:

• entry level 1 you complete 96 points (8 units), comprising Part A (2 units), Part B (1 or 2 units), Part C (3 units) and Part D (1 or 2 units*).
• entry level 2 you complete 72 points (6 units), comprising units from Part B (1 or 2 units), Part C (3 units) and Part D (1 or 2 units*).
• entry level 3 you complete 48 points (4 units), comprising units from Part B (1 unit), Part C (2 units) and Part D (1 unit*).

* Two units are required in Part D, if you are taking the pathway to graduate research.

The course progression map course progression map ( http://www.monash.edu.au/pubs/2019handbooks/maps/map-d6005.pdf ) provides guidance on unit enrolment for each semester of study.

Units are 12 credit points unless otherwise stated.

Part A. Orientation to education (24 points)

You must complete:

• EDF4610 Interacting with research in education contexts
• EDF4611 Investigating education issues in global contexts

Part B. Key constructs in education (12 or 24 points)

You must complete one or two units from the following:

• EDF5620 Leading education and work
• EDF5621 Challenging curriculum, pedagogy and assessment
• EDF5622 Developing learners and learning
• EDF5623 Deepening education and sustainability

Part C. Enhanced professional learning (24 or 36 points)

• EDF5641 Pedagogy and assessment in TESOL

and one or two units from the following:

• EDF5640 Language, culture and curriculum
• EDF5642 Bilingualism and content-based programs

Part D. Professional inquiry (12 or 24 points)

You must complete a. or b. below.

a. The following unit:

• EDF5696 Professional practice for teachers of TESOL

and, if only one unit is completed in Part B, one of the following research-related units:

• EDF5691 Professional project
• EDF5693 Using and evaluating research evidence
• EDF5694 Taking a stand in education debates
• EDF5695 Self-study as professional inquiry
• EDF5814 Not offered in 2019 Creative research approaches

b. Pathway to graduate research

A pathway to graduate research (e.g master's by research, PhD) is available if you achieve a weighted average mark of at least 75 per cent in the units of this course. On-campus attendance is required for this pathway. This is not available at the point of entry, however if you are commencing at entry level 1 or 2 and interested in this possibility you must make space to pursue the two required units in Part D by taking only one unit in Part B.

If you are commencing at entry level 3 (48 credit points) and interested in the pathway to graduate research you must achieve a 75 percent average in your first two units to be eligible. You will be required to transfer to the general award, Master of Education, in order to complete the pathway to graduate research.

If you are invited into this pathway you must take the following two units:

• EDF5613 Research approaches in education
• EDF5614 Research project in education

You may exit this course early and apply to graduate with one of the following awards, provided you have satisfied the requirements for that award during your enrolment in this Masters course:

• Graduate Certificate of Education Studies after successful completion of 24 points of study
• Graduate Diploma of Education Studies after successful completion of 48 points of study.

Note: These awards do not qualify graduates to be registered or employed as teachers.

Progression to further studies

If you are invited to complete EDF5613 (Research approaches in education) and EDF5614 (Research project in education) you may apply for admission to a graduate research course if you meet the following requirements:

• Graduates who achieve a weighted average mark of at least 70 per cent and a minimum mark of 70 per cent in EDF5613 and EDF5614 may apply for admission to 0079 Doctor of Philosophy.
• Graduates who achieve a weighted average mark of at least 65 per cent and a minimum mark of 65 per cent in EDF5613 and EDF5614 may apply for admission to 3204 Master of Education and may receive up to 24 points of credit towards the coursework requirement.

Professional Scrum Master

Live Virtual Class, April 29-May 3, 2024

Class Overview

Las certificaciones Professional Scrum Master de Scrum.org son reconocidas por la industria porque requieren un puntaje de aprobación mínimo en la evaluación rigurosa asociada. La evaluación se realizará en línea sin tener que acudir a ningún centro de pruebas. Los asistentes son elegibles para 14 Unidades de Desarrollo Profesional ( PDU ) después de completar este curso.

Antes de iniciar el curso se sugiere que los estudiantes lean la guía de Scrum http://www.scrumguides.org/scrum-guide.html  

Class Details

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Delivery Method

Class format, registration & price.

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More Information

El curso incluye dos intentos para el examen de certificación professional scrum master i y un 40% de descuento en el examen professional scrum master ii de scrum.org una vez aprobado el psm i, edición virtual.

Todos los participantes recibirán una contraseña para intentar la evaluación Professional Scrum Master I (PSM I). Los participantes de la clase PSM que intenten la evaluación PSM I dentro de los 14 días de haber recibido su contraseña y no obtengan una puntuación de al menos el 85% recibirán un segundo intento sin costo adicional. También tiene derecho a un descuento del 40% en la evaluación PSM II una vez que apruebe el PSM I.

El curso PSM ayuda a resolver algunos retos principales: 1. Aclarar las dudas y malas interpretaciones acerca del rol del Scrum Master que a veces es visto como un “Agile Project Manager” o como solamente un “coach” personal. Este curso ayuda a entender al Scrum Master como un líder servicial y su rol central en la adopción de Scrum. 2. Entender los estilos de liderazgo y diferenciar el liderazgo servicial y su relación con la complejidad en el desarrollo de productos. 3. Romper el mito de la mala interpretación que Scrum es un método de IT para entregar más rápido dentro del presupuesto, alcance y tiempo. 4. El objetivo del PSM es acerca de cómo lograr dominar, mejorar y maximizar el uso de Scrum. Esto es un conocimiento esencial para todos los responsables de una implementación efectiva de Scrum, principalmente al Scrum Master que también puede ser aplicado a otros roles. Durante el curso se exponen casos y situaciones a las que se enfrenta un Scrum Master en un entorno real. El curso ayuda a incrementar la efectividad de una iniciativa Scrum que ya está en marcha o a mejorar el inicio con Scrum. Durante el curso los estudiantes pueden actuar como un Scrum Master en un equipo Scrum, así como también para interactuar con interesados desde un punto de vista profundo de liderazgo servicial. Durante el curso, los estudiantes tienen el reto de pensar en términos de los principios de Scrum para entender mejor que hacer cuando se encuentren en sus entornos de trabajo real

Incluye 2 intentos para el examen de Certificación PSM I junto con un 40% descuento en el examen PSM II cuando aprueben el examen PSM I. También incluye 14 PDU´s

 Facilitador: Joel Francia H. Trainer Scrum.org

LinkedIn: https://www.linkedin.com/in/joelfrancia/

 Certificaciones de Joel Francia Humabachano:

Joel ha escrito los libros Notas de Scrum Profesional y el Rol del Product Owner

https://www.amazon.com/dp/B082S26DLH

Informes: 

Teléfonos: +51947223580 - +51977399458 Correo: [email protected]

• Precio super pronto pago hasta el 25 de Mayo US$ 510.00 Dólares Americanos
• Precio pronto pago del 28 al 28 de Mayo: US$ 530.00 Dólares Americanos
• Precio desde el 29 de Mayo: US$ 600.00 Dólares Americanos
• Descuentos por grupos de participantes