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.
This course is overseen by Program Director Dr Jim Twelves.
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.
Upon completion of this course, students may then apply to undertake further teacher training within AC's School of Education.
This course structure is based on one semester (13 weeks duration) of four subjects.
qualify for award of the degree of Graduate Certificate in Teacher Preparation a
candidate shall accrue an aggregate of at least 40 credit points, including
satisfactory completion of the core subjects.
Applicants with Recent Secondary Education (within the past 2 years)
This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with recent high school education only are not eligible for direct entry into this course.
Applicants with Vocational Education and Training (VET) Study
This course of study requires the completion of a higher education qualification by an authorised institution. Applicants with a Vocational Education and Training (VET) qualification only are not eligible for direct entry into this course.
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
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.
Delivery Mode: 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.
"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."