About Us

The University of Tasmania was officially established on 1st January 1890, by an Act of the Colony's Parliament and was only the fourth university to be established in nineteenth-century Australia. The University was originally located on the Domain in Hobart. As the University developed, it outgrew its original place and in the early 1940's began to transfer its departments to Sandy Bay, which became the new home for the institution.

Design Teaching

Introduction

The aim of the Bachelor of Design Teaching is to present a coherent, challenging and imaginative study that helps prepare intending design and technology teachers with the knowledge and skills to pursue a career in education.

The course is taught in Launceston on the Inveresk and Newnham campuses. It will be possible for students to take some units, such as the elective units and some of the Education units in Hobart.

Admission & Prerequisites

Applicants will be expected to have satisfied the University's admission requirements.

Applicants will attend an interview and submit a portfolio of recent work to determine their suitability for the course.

Those interstate applicants unable to attend an interview will be phone interviewed. Their portfolios will be sent to the course selection committee in advance of the interview.

Course Objectives

The Bachelor of Design Teaching program objectives are to:

  • Critically examine how contemporary design theories and conventions, societal values, attitudes and aspirations, together with new technologies, determine the scope, place and reception of design practice in the 21st Century;
  • Provide an introductory study in the key moments of the history of design practice describing how and why these periods influenced, or were influenced by, social, economic, technological, geographical and cultural imperatives;
  • Foster a design studio culture for learning that is characterised by creative and original activity emphasising analytical, reflective, interpretative and problem-solving modalities in the making and critique of the functional object and image;
  • Provide opportunities to understand, learn, practise and integrate a variety of design skills comprising traditional methods and processes together with those from related fields and new technologies in a caring and dynamic workplace;
  • Develop an understanding of the processes of individual development and learning, contemporary developments in curriculum design, assessment teaching and class room management;
  • To function as a responsible, reflective and effective member of a professional community in the context of local school management and democratic governments;
  • Appreciate and practise the workplace occupational health and safety code in relation to the handling of goods and use of equipment in a potentially hazardous environment; and
  • Integrate a variety of generic skills into the study program that improve a student's ability to: retrieve, analyse, interpret and adapt information to different settings; develop written and oral skills for a range of audiences; define, evaluate and solve problems in creative ways that respect social, cultural and environmental concerns; grasp an appreciation of the relationship between local and global perspectives in the way the discipline is considered in the professions; and reflect on ideas and outcomes as part of the learning processes.

Articulation to/from Course

Students who choose not to continue with the Education component of the award and who have satisfactorily completed the two-year design component of the degree may leave with an Associate Degree in Design or transfer into the Bachelor of Contemporary Arts with relevant credit.


Professional Recognition

Graduates will qualify for registration as teachers by the Department of Education.

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