Master of Education
Education is the renewal of the world – the future of our world depends upon what happens in the classrooms of today’s schools.
At Alphacrucis College, we care very deeply about education and its potential to transform lives. Our Masters of Education degree is designed for classroom teachers who share this same passion for education and who wish to upgrade their expertise and credentials to become even more effective in their work.
This one-year graduate entry level course was developed in response to requests from teachers and leaders in Christian Schools for a program that would stimulate the understanding and application of biblical principles in the classroom.
Grounded in sound educational philosophy, research and theory, the course encourages investigation, discernment and reflection on ways of improving classroom practice within a range of specific contexts and environments. Through a range of stimulating and sagacious experiences, the course aims to produce graduates with a high degree of enthusiasm and competence who are thoroughly equipped to renew our world through education.
Through a Higher Education Third Party Arrangement (HETPA), the National Institute for Christian Education (NICE) delivers this course of study on AC’s behalf. NICE is a postgraduate training institute that has been developing Christian educators since 1979. For more information about NICE, including the suite of courses they deliver, their teaching faculty, requirements for admission into this course of study, and information about fees and student services, please visit NICE’s website.
The Master of Education is a one-year, full-time equivalent program. It comprises:
40 credit points of compulsory core subjects
30 credit points of elective subjects
10 credit points of a capstone subject
Alternatively, students wishing to complete a 20 credit point capstone subject will complete 20 credit points of elective subjects.
Course Learning Outcomes
1. Demonstrated advanced and integrated 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;
2. Demonstrated detailed understanding of the development of theological and anthropological perspectives on Christian educational practice;
3. Demonstrated in-depth understanding of general research principles and methods, and advanced knowledge of specific research approaches within the discipline of education;
4. Demonstrated ability to critically evaluate and effectively communicate educational theories and practices in order to most effectively achieve desired learning outcomes with special attention to embedded worldview and life values;
5. Demonstrate the advanced level of knowledge and higher-order of skills that are required for effective Christian education and training in such areas as teaching, curriculum, administration and research in order to fulfil the vision and mission of particular school communities;
6. Demonstrated advanced ability to a develop and implement a learning environment research project that will provide a sound basis for the development of effective educational practise based upon the philosophical assumptions of the school context and needs of students;
7. Demonstrated ability to articulate a clear understanding of a biblical worldview, and its impact on philosophical and historical trends in education. Plan and implement educational programs in the social and cultural context of the contemporary world that are critically shaped by a biblically informed experience of that world;
8. Demonstrated ability to design and implement a capstone project which examines a complex problem or issue using appropriate methodologies and theories from the discipline area;
9. Demonstrated ability to display creativity and flexibility supported by biblically informed, rigorous reasoning in identifying and dealing with emerging problems in the educational context;
10. Demonstrated ability to develop a plan for continual personal development that includes spiritual, professional and interpersonal skills for effective educational practice and collegial academic engagement;
11. Demonstrated ability to design and implement a major research project to advance personal and professional development, in order to thrive in educational contexts.
This course of study is delivered by the National Institute for Christian Education (NICE) through a Higher Education Third Party Arrangement between AC and NICE.
For more information about this course, including the suite of courses available, teaching faculty, requirements for admission into this course of study, and information about fees and student services, please visit NICE’s website.
This course is not currently available to onshore international students.
International students are required to have attained an International English Language Testing Service (IELTS) of 7.0, with a score of not less than 6.5 in any band, or equivalent.
Academic Entry Requirements
Applicants must meet one of the following academic entry requirements:
This course requires the completion of at least an AQF Level 7 qualification in education, or the equivalent degree and a Diploma or Certificate in Education by an authorised institution or completion of any AQF Level 8 qualification. Applicants with recent secondary education are not eligible for this course.
This course requires the completion of at least an AQF Level 7 qualification in education, or the equivalent degree and a Diploma or Certificate in Education by an authorised institution or completion of any AQF Level 8 qualification. Applicants with a vocational education and trainng qualification are not eligible for this course.
Completion of at least an AQF Level 7 qualification in education, or the equivalent degree and a Diploma or Certificate in Education by an authorised institution or completion of any AQF Level 8 qualification.
This course requires the completion an Australian Level 7 qualification or higher awarded under the Australian Qualifications Framework (or equivalent overseas qualification). Applicants without a formal higher education qualification are not eligible for direct entry into this course.
Complete Fee Schedules and FEE-HELP information (where appropriate) for all Alphacrucis courses can be found in our Documents section, under the Fees and FEE-HELP Information link.
Units offered as part of this Award:
- EDU400 - Biblical Foundations of Education
- Explain the difference between various understandings of theology and an approach to the Bible that sees it as a unified narrative, considering the potential influence each may have on education
- Summarise some of the difficulties with different methods of Biblical interpretation and approaches to hermeneutics, including concerns regarding epistemological approaches to the Bible as the written word of God
- Consider the themes of Scripture and their pertinence to schooling
- Compare and contrast the literature genres of specific books, and see the history of the Old and New Testament Scriptures in terms of the larger plans and purposes of God- with specific reference to education;
- Evaluate the implications of a biblically grounded metanarrative for life and educational practice
- EDU501 - Worldviews and Educational Practice
- Express how underlying pre-theoretical worldview assumptions are formed and their effect on education theory and practice
- Describe the relationship between Christian scriptures and worldviews
- Summarise and critically evaluate the role of worldview liturgies in the development of human virtues, practices and relationships;
- Compare and contrast the contours of contending worldviews within current mainstream culture and their implications for educational vision and practice
- Critically appraise one’s own educational practices in light of the Christian scriptures, worldview grounds and cultural contours
- EDU503 - Curriculum Development in Christian Schools
- Critically appraise the approaches taken by curriculum developers and the role of teachers in creating, planning, reviewing and adapting units of curriculum in Christian schools for use with their classes
- Critique various theories and practices associated with curriculum design and development, assessing their alignment with a Biblical worldview perspective
- Describe and discuss the advantages and challenges of collegial curriculum development practice with reference to an action research investigation;
- Recommend processes and strategies for ongoing collaborative development of curriculum, which reflects a school’s student characteristics, faith commitments, and vision in a dynamically structured and Biblically informed approach
- EDU507 - Reflective Pedagogy
- Describe in detail the philosophical and theoretical foundations of pedagogical practices in Christian schooling;
- Appraise the importance of teaching/learning contexts;
- Critically evaluate one’s personal teaching practices and student learning processes;
- Devise a professional development program based on reflective teaching practice;
- Design a teaching and learning environment with appropriate content that will maximise learning outcomes.
- EDU516 - Formative Classroom Assessment
- Summarise and critique distinctive elements and strategies that are associated with formative assessment practices;
- Justify the intentional inclusion of formative assessment approaches with reference to school context and a biblical worldview;
- Test formative assessment approaches in their classes;
- Modify current assessment practice by incorporating new formative approaches and discuss with reference to theory the likely impact on student learning;
- Devise an approach to formative assessment that recognises student diversity.
- EDU524 - Learning Theories in Practice
- Compare the main features of a range of significant learning theories, including theories of learner diversity.
- Integrate insights from a range of learning theories in a coherent view of learning that aligns with the school’s vision and priorities, and the student’s own articulated beliefs and values.
- Critically evaluate learning theories for their consistency with a biblical worldview;
- Test insights from theory through classroom based action research as a way of developing practical strategies for more effective teaching and learning.
- EDU526 - Comparative and International Education
- Explain in detail various cultural differences and how these may influence school leadership practices, curriculum development and classroom environments.
- Select and plan culturally appropriate professional development material;
- Demonstrate substantial engagement with the issues involved in education across cultures;
- Critically evaluate the issues involved in education across cultures through in-depth discussion;
- Appraise and critically reflect on educational leadership in cross-cultural settings.
- EDU546 - Equity and Inclusion: Educating Students with Disability
- Describe and justify a biblical perspective on equity and disability as it relates to learning communities in the 21st century;
- Evaluate the implications of current legislation, policy, literature, and trends in the area of inclusive education;
- Review an educational practice, intervention, or framework relevant to the education of a student with disability;
- Design, describe, and justify whole school adjustments and classroom-based strategies to promote access, participation, and achievement of a student with disability in the context of their same aged peers.
- EDU551 - Perspectives on Teaching Mathematics
- Discuss worldview issues concerning mathematics and the possible implications on curriculum design and teaching practice within a Christian school context;
- Describe different views of knowledge and the implications of how they affect teaching and curriculum development in schools, particularly Christian schools and the study of mathematics;
- Compose a thorough literature review to reflect an understanding of important issues of educational practice in mathematics and the scholarly literature related to developing a biblical perspective on mathematics education;
- Recommend a policy and rationale for teaching mathematics in a Christian school considering the basic principles of effective teaching practice and curriculum design;
- Plan a unit of work that flows from a clearly biblical perspective to cover a complete topic within the mathematics course.
- EDU555 - Digital Technology and Education
- Interpret the ways in which digital technologies have shaped society and provided worldview assumptions that frame Western (global) culture;
- Explain the non-neutrality of technology in general and digital technology in particular in light of a worldview shaped by the Bible;
- Appraise the effectiveness of a digital technology for teaching and learning use and critique its impact on classroom community;
- Formulate a policy position for digital technology engagement with a Christian school considering administrative, communication, professional, pedagogical, and curriculum contexts;
- Argue for an appropriate level of discernment with digital technology engagement in a Christian school—recognising that although common-grace benefits are evident, subtle, yet powerful, worldview shaping influences are experienced.
- EDU579 - Critical Evaluation of Professional Learning
- Explain and interpret insights on educational practice from a diversity of sources and learning areas as filtered through a Biblical worldview;
- Critically evaluate the professional learning processes engaged in during postgraduate study or other professional development activities to identify the enduring significance of scholarly reflection in one’s lifelong learning journey;
- Critique learning experiences based on current research and literature in the field, as well as biblical perspectives and suggest changes to established ideas and practices;
- Summarise and critically evaluate unstated worldviews that are embedded in educational professional learning events in order to ensure a fundamental coherence in one’s approach to teaching and learning;
- Describe the design and delivery of learning programs that are based upon Biblical presuppositions to enhance worldview and life values of a school community.
- EDU590 - Capstone Review
- Reflectively evaluate the role of the postgraduate course in personal and professional development;
- Critique those facets of postgraduate study that facilitated or hindered professional development;
- Critically analyse the course undertaken in terms of its philosophical and theological underpinnings, as well as government standards for teachers or school leaders;
- Explain and justify transformation—personal, spiritual, educational practice—that has taken place as a result of postgraduate study.
- EDU592 - Special Project in Education
- Select and concisely describe a particular educational situation or issue in context and construct a project by which it may be explored in depth;
- Compile, in depth, the relevant literature concerning the situation or issue (a justified case) through a literature search;
- Organise informal research using an appropriate research methodology or communication with colleagues to clarify the situation or issue if necessary;
- Assess the case in question with regard to biblical perspectives;
- Comprehensively relate the results and conclusions from the case study project.
- EDU593 - Education Research Project
- Articulate an original, researchable problem within an educational leadership context;
- With extensive reference to pertinent literature and from a biblical perspective, design and propose an appropriate research project in order to address the problem;
- Justify the selection and use of a research method, including data collection protocols, taking into account ethical considerations.
- Compile and synthesise the necessary research based on the proposed methodology;
- Analyse the collected data and write a research report including a discussion of the results from theoretical, philosophical/theological and practical perspectives and including suggestions for further research.
- EDU594 - Reflexive Teaching through Action Research
- Select specific educational issues requiring correction or modification;
- Assess identified problems using a biblical framework;
- Critically evaluate the literature pertinent to the problem;
- Construct a problem-related intervention in the form of an action research cycle;
- Appraise the result of the action research cycle and plan subsequent action if necessary;
- Summarise the process and results of the action research;
- When the unit is applied as a capstone unit, critical consideration is to be given to prior learning in the degree course.