Your student advising office is your one-stop shop for all your course-related queries.
We can assist you with:
- course advice and creating a study plan
- checking your enrolment
- directing you to student support services
- helping you with complex matters regarding special consideration, credit transfer, approved leave, academic progression, graduation eligibility and other requests
The SimLab experience is a platform to help you become comfortable with classroom situations before practicums. It allows for constructive feedback from fellow pre-service teachers and experienced course coordinators to improve personal classroom practices.
UWA Teaching Society
UWATS is the faculty society for students in the Master of Teaching (Early Childhood, Primary and Secondary). With the support of the GSE, the society for pre-service teachers aims to provide opportunities for MTeach students to network, develop skills and have fun.
Education, Fine Arts and Architecture Library
EDFAA library contains a collection of essential curriculum resources for pre-service teachers which you can familiarise yourself with at the beginning of your course. The library also provides a wide range of support service, including sessions on information searching and referencing, and study rooms for small group meetings.
School Volunteer Program
To gain valuable in-school experience before your professional practicum placements, secondary teaching students can participate in a school volunteer program where you'll spend time in the classroom as a volunteer.
What do volunteers have to say?
I think this program is a brilliant idea. It really is a win/win situation, where teaching students get opportunities to be in the classroom and get some practical experience, and teachers get some support with classes and students have an extra person in the room to offer assistance.
I think this is a fantastic program. I have really enjoyed going and spending time with the students, and I have built some really positive working relationships. It has made me feel far more relaxed and confident in my ability to deal with challenging classes. I have been able to see a variety of different activities and teaching approaches in my subject area. I think that all pre-service teachers who are able to should take up this fantastic opportunity to spend more time in classrooms.
Initial Teacher Education (ITE)
Professional practice placements are managed by our dedicated Prac Office, which allocates pre-service teachers to schools. You do not need to find your own placement. More information is given during Orientation Day, prior to the commencement of the academic year. The date that allocations are released is given out during semester. Pre-service teachers are required to be available and give a full-time commitment during the scheduled professional practice periods as per the GSE calendar.
The Department of Education of Western Australia and cooperating non-government schools have the right to determine ‘fit and proper persons’ to teach in schools and to exclude people from school premises. The following clearances are required before a pre-service teacher is able to commence any school-based activity and professional practice:
The Department of Education Nationally Coordinated Criminal History Check (NCCHC)
As a number of units include school-based activities, this clearance needs be obtained by all pre-service teachers shortly after enrolment in the course (regardless of whether they are enrolling in a professional practice unit). Applicants should apply online or find more information on the Department's website. The Nationally Coordinated Criminal History Check is processed by the Department’s Screening Unit and is not associated with the National Police Certificate. Police Clearances and Criminal Record Checks obtained from any other agency cannot be accepted for employment or placement for legal reasons. Students not cleared must take their notification direct to the Department of Education of Western Australia, 151 Royal Street, East Perth, for review by the Screening Committee. All such information will be treated confidentially.
Working with Children Check (WWCC)
A Working with Children Check is required for pre-service teachers enrolled in a professional practice unit or a course unit which involves school-based activities that include interactions with children. Further information about applying can be found on the Department’s website.
Failure to obtain the necessary clearances will result in the professional practice component being deferred or cancelled.
Placement dates for 2022
Master of Teaching (Secondary)
EDUC5535 Professional Practice A Secondary: 6 week full-time block from Monday 2 May – Friday 10 June 2022
EDUC5536 Professional Practice B Secondary: 6 week full-time block from Monday 8 August – Friday 16 September 2022
MASTER OF TEACHING (PRIMARY)
EDUC5510 Professional Practice A: 6 week full-time block from Monday 2 May – Friday 10 June 2022
EDUC5500 Professional Practice B: 6 week full-time block from Monday 8 August – Friday 16 September 2022
MASTER OF TEACHING (F-12)
Pre-service Teacher Education Course Information Booklets
- Master of Teaching Secondary 2022 Course Information Booklet [PDF, 740KB]
- Master of Teaching Primary 2022 Course Information Booklet [PDF, 1139KB]
Pre-service Teacher Compulsory Orientation
All students are required to attend the Compulsory Teacher Education Orientation as it provides you with valuable information about your course.
- Master of Teaching Secondary - TBC
- Master of Teaching Primary - TBC
This document provides a detailed statement of the knowledge, skills and abilities that all pre-service teachers require for admission into an Initial Teacher Education Course and Professional Practice units in the Graduate School of Education at The University of Western Australia.
Literacy and numeracy tests
All Initial Teacher Education students are required to successfully complete the National Literacy and Numeracy Test.
Graduate School of Education students are expected, according to different course contexts, to develop and demonstrate the following attributes:
- Commitment to the ethical principles of scholarship and its value and contribution to the wider community
- Commitment to the principles, procedures and practices of the field of education, its disciplines and relevant professions
- Commitment to social responsibility, human rights and sustainability
- Commitment to continuous learning and professional development
- Commitment to cultural and linguistic diversity and especially to the values and culture of Australian Aboriginal and Torres Strait Islanders
- Commitment to an international outlook in relevant education disciplines
- Expert knowledge of a relevant education discipline
- Comprehension of current issues in a relevant education discipline, including the related professional knowledge base
- Recognition of interdisciplinary perspectives in relation to a particular education discipline
- Understanding of research methodologies in the relevant education discipline and capacity to describe, interpret and synthesize conceptual information, empirical data and professional literature
- Knowledge of the processes involved in conceptualising, designing and undertaking original research.
- Capacity and willingness to interact and collaborate effectively with others including in teams, in the workplace and in culturally and/or linguistically diverse contexts
- Capacity to convey clearly and discuss analytically and critically concepts, arguments and research, both orally and in writing
- Capacity to communicate effectively with others using ICTs, multimedia, visual, musical and other forms appropriate to the disciplines
- Capacity to advocate for the profession and the public interest
- Ability to apply discipline knowledge, research methodologies and professional skills to the workplace
- Ability to apply theoretical knowledge and understanding to one's own professional practice
- Ability to apply discipline knowledge to real life problems in relevant professional contexts
- Ability to use critical judgement and thinking in response to research-based knowledge