Graduate Certificate in Teacher Preparation

The Graduate Certificate in Teacher Preparation is a four-subject award designed to introduce students to the study of teaching and education. This Certificate can be completed in a single semester.

Course Description

The Graduate Certificate in Teacher Preparation gives students an introduction to teaching and studying education at AC. Subjects include Foundations in Teaching and Learning; the Self-Reflective Educator; and Inclusive Education.

The skills gained in this course can be applied in various contexts including teaching children and teenagers outside of a school setting (e.g. churches and community groups), and some auxiliary roles in a school setting.

This course can be a destination course or exit point, thus allowing flexibility for students who may wish to start with a short postgraduate course before committing to a Master of Teaching or for students who need to exit the Master of Teaching earlier than intended, due to unforeseen personal or professional reasons.


Course Structure

The course structure is based on one semester (12 weeks duration, plus an exam week). It comprises:

  • 20 credit points of core
  • 20 credit points of electives

To qualify for award of Graduate Certificate in Trauma Counselling a candidate shall complete at least 40 credit points, including satisfactory completion of the core subjects noted below.


Core / 2 Subjects (20 credit points)

Electives / 2 Subjects (10 credit points each)

Two subjects (10 credit points each) from the first or second semester of either the Master of Teaching (Primary) or the Master of Teaching (Secondary).

View the full list of subjects for this course.

For more details on which subjects you can choose, see the current enrolment guide for this course.

Admission Criteria

Applicants with Recent Secondary Education (within the past 2 years)

This course requires the completion of an AQF Level 7 Bachelor degree or higher qualification. Applicants seeking admission on the basis of recent secondary education are not eligible for this course and are advised to pursue admission into the Undergraduate Certificate of Teacher Preparation.

Applicants with Vocational Education and Training (VET) Study

This course requires the completion of an AQF Level 7 Bachelor degree or higher qualification. Applicants seeking admission on Vocational Education and Training qualification are not eligible for this course and are advised to pursue admission into the Undergraduate Certificate of Teacher Preparation.

Applicants with Higher Education Study

Applicants whose highest level of study enrolment since leaving secondary education is a higher education qualification must demonstrate the completion of an AQF Level 7 Bachelor degree (or higher) by an authorised institution for admission into this course.

Applicants with Work and Life Experience

This course of study requires the completion of a higher education qualification by an authorised institution. Applicants who have not completed formal higher education study are not eligible for direct entry into this course.


If English is not the applicant’s first language or if their first degree was awarded in a non-English speaking nation, they will be required to show proficiency in the International English Language Testing System (IELTS) (or equivalent). Such students admitted into our programs must attain an overall IELTS (or equivalent) score of 7.5 (with no score below 7.0 in any of the four skills areas, and a score of no less than 8 in speaking and listening) on entry into the program. For full details of the policy on the ‘English Language Proficiency for Teachers see the Board of Studies, Teaching and Educational Standards - English Language Proficiency Policy.

Essential Requirements

The Program Director will conduct a pre-admission interview (either face-to-face or phone or via Skype) with all academically eligible applicants. This interview aims to assess the key capabilities associated with successful teaching.

Study Modes

Delivery Mode: Online Recorded
Locations: Online
Duration: One semester full-time/up to 3 years part-time
Intakes: Semester 2

Fees & Timetable

Fee-Help information and a complete Fee Schedule for all Alphacrucis courses can be found in our Fees Information section.

For a full list of course dates for new and continuing students, please see our Timetables.

HECS-HELP is available for eligible students to assist you in financing your studies. For more information and other options, please visit the Financing Your Study and Fees pages. For students who cannot access government loans, an alternative option is Study Loans, a private student loan provider. To learn more about loans provided by Study Loans, click here.

Course Learning Outcomes


  • recognition of the diversity of life values that characterise today’s pluralist societies, and ability to encourage respect, based on informed understanding, of those who hold views that differ from those of the school community;
  • understanding of the development of theological and anthropological perspectives on Christian educational practice.

Demonstrated ability to:

  • critically evaluate and effectively communicate learning and teaching theories and practices in order to most effectively achieve desired learning outcomes with special attention to embedded worldview and life values;
  • demonstrate the advanced level of knowledge and higher-order of skills that are required for effective Christian learning and teaching in order to develop, sustain and fulfil the vision and mission of particular learning and teaching contexts;
  • articulate a clear understanding of a biblical worldview, and its impact on philosophical and historical trends in learning and teaching. Plan and implement learning and teaching activities in the social and cultural context of the contemporary world that are critically shaped by a biblically informed experience of that world.

Demonstrated ability to:

  • display creativity and flexibility supported by biblically informed, rigorous reasoning in identifying and dealing with emerging problems in the learning and teaching context;
  • develop a plan for continual personal development that includes spiritual, professional and interpersonal skills for effective educational practice and collegial academic engagement.

Student Stories

"The AC teachers have believed in me more than I believed in myself, they have been an example for us to follow and inspired us by sharing their own personal stories. They have shown me the highest level of dedication and passion for what they do."

Su Pheng Lim
Education Graduate


Student Services

For more information on the suite of student support services available, please see our Student Services section.