Overview

The course prepares graduate students to teach in TAFE, a variety of non-TAFE providers of adult and vocational education, and in industry.

They also possess well-developed cognitive, technical and communication skills to select and apply methods and technologies to:

  • analyse and evaluate information to complete a range of activities;
  • analyse, generate and transmit solutions to unpredictable and increasingly complex problems;
  • transmit knowledge and ideas to others.

Admission and Credit

Admission

Entry Requirement

Language requirements

Standard

Structure

Essential set64 Credit Points

Learning outcomes

Upon completion of this course, graduates will be able to:
1.
An understanding of the broad socio-economic and political context in which adult and vocational education is located
2.
An awareness of social justice and equity policies and their application in a range of teaching and learning environments; for example, Indigenous, refugee and migrant education and training strategies
3.
Knowledge about adolescents and adults, and their learning
4.
Skills in teaching and learning, assessment and evaluation of adult language, literacy and numeracy training programs
5.
Expertise in communication in face-to-face and digital teaching and learning environments
6.
An awareness of the value of open and lifelong learning
7.
A predisposition to reflect upon and to accept professional responsibility for their own continuing education
8.
The ability to analyse and think critically and constructively about current developments in adult language, literacy and numeracy education
9.
Research skills that enhance professional and workplace practice
10.
Provide an introduction to the key concepts and practices of the field of Teaching English to Speakers of Other languages
11.
Demonstrate critical understanding of major language and language development theories informing TESOL practices
12.
Conceptualise TESOL as a socially mediated interactive process that acknowledges and attends to the linguistic, institutional and socio-cultural needs of ESL learners