Courses and programs


Undergraduate courses

Charles Darwin University offers a range of nationally accredited initial teacher education programs at the undergraduate level. Nationally accredited courses will generally allow graduates to seek registration in all Australian states and/or territories as a teacher.

Opportunities exist for students to undertake programs which are specific to an education sector namely the following:

Other programs focus on specific study areas and students can major in a specific discipline, including visual arts, IT, maths, music, humanities and social sciences, or science.

All initial teacher education programs at Charles Darwin University are guided by professional teaching standards and aim to graduate ‘ready to teach’ students. Commensurate with this aim, students enrolled in any of our undergraduate teacher education programs will be required to undertake some level of practical and supervised teaching experience in real teaching schools, in order to prepare them for careers in teaching.

Graduate Entry courses

The School of Education offers a graduate entry level program for students who already hold an undergraduate degree and are interested in qualifying as a teacher.

Our Bachelor of Education (Graduate Entry) course is accredited with the Teacher Registration Board of the Northern Territory consistent with the standards established by the Australian Institute for Teaching and School Leadership (AITSL). This program gives you the option of teaching in Early Childhood and Primary (dual stream), Primary or Secondary schools.

The Early Childhood and Primary stream of this course is approved with the Australian Children's Education and Care Quality Authority (ACECQA).

This program offers flexible pathways for careers seekers wishing to upgrade existing qualifications, move between education sectors or looking for a career change.

Postgraduate courses

Students enrolled in our postgraduate programs have access to direct supervision from our team of IGCE researchers.

Welcome to the next step in your career development. Whether you are interested in a one-year Master's degree, Graduate Certificate, or Doctoral program, the International Graduate Centre of Education offers high quality programs aimed at supporting students to achieve their goals. We work with people locally, nationally and throughout Asia forging innovative partnerships and collaborations.

Our postgraduate programs enable you to focus on work across the learning continuum from early childhood through to vocational training and lifelong learning. We are interested in working with you to develop innovative approaches to the complex curriculum, policy and community engagement issues you might experience.

Our coursework postgraduate programs provide a good mix of academic support and self-direction to grow your own pathway for professional learning. The Master of Education (International) enables busy professionals and people contemplating a career change to update their knowledge of contemporary learning practices in workplaces and education organisations. Students draw on their experience to undertake a program of study that culminates in self-directed projects to enhance their professional and personal development. We encourage you to identify topics that will serve you well in mapping your personal career aspirations as well as community change processes you might want to make. 
Past projects provide an example of the range of projects and supervision available.

The Master of Education (International) includes negotiated credit pathways with the Centre for School Leadership (CSL) to support continuing professional development for teachers in the Northern Territory.

Please contact us at if you would like to know more about postgraduate coursework programs, or want to register to receive information about events and our seminar series.

A selection of minor project topics supervised by School of Education staff

  • Gifted Students in the Australian School System: are they left behind?
  • Establishing and Sustaining a professional learning community at Darwin Middle School.
  • The availability of telecommunications to support learning in East Timor.
  • ESL/Literacy report on Indigenous Catholic community schools.         
  • A case study of a professional learning community.
  • Educational outcomes between Indigenous and non-Indigenous children.
  • Impact of Oil and Gas exploration on Aboriginal Land within the Northern Territory.
  • Learning and improving student outcomes in the 21st Century.
  • The data-informed classroom: a practice of teacher reflection.
  • Creating new learning spaces.
  • Teaching vocabulary in ESL classrooms.
  • Tibetan bilingual education programs in Derong and Xiangcheng counties [Tibet].
  • The implementation of mother tongue-based multilingual education programmes.
  • Negotiating purpose in adult education: Aboriginal adults learning English in the Northern Territory.
  • The effects of parental involvement on children’s academic performance and learning behavioural outcomes.
  • A profile of oil refinery production workers: qualifications, preferences and opinions about training.
  • An autoethnographic account of learning to be a music teacher.
  • An evaluation of student responses in a distance education postgraduate emergency nursing course.
  • What are the challenges for retained personnel to become successful learners in the workplace?
  • A Phenomenological study of first year registered nurses lived experience of reflective practice.
  • Learning in the workplace: the student’s experience.
  • Locating the ‘in-between spaces’ in Community Services and Health Training. Working towards an operational pedagogy of hope.
  • Developing ethical practice in corrections.
  • The way things are done around here: reconciling NRS and AQTF requirements against expressed Indigenous community needs.