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A look into any public school classroom across the state or nation would reveal a variety of learners with specific needs. Read more
A look into any public school classroom across the state or nation would reveal a variety of learners with specific needs. It is a common occurrence for a highly gifted English speaker, a special needs student, and students whose first languages may reflect Arabic, Burmese, Farsi, Kurdish, Somali, Spanish, and Swahili (to name a few) to be working together. The multi-lingual classroom is now typical instead of unique. The challenges posed by the classroom structures and populations require teachers to gain knowledge and understanding while developing expertise in the areas of second language acquisition, appropriate strategies and models for effective instruction, assessment tools and accommodations, and literacy frameworks, practices, and overall language learning. In addition, today’s classrooms require educators to become skillful examiners in order to conduct classroom action research that leads to improved practice and teacher efficacy. The M.Ed. in Curriculum and Instruction in English as a Second Language is delivered online.

Degrees

This online licensure-based program, offered by the Womack Educational Leadership Department and leading to a Master’s of Education (M.Ed.) with a major in Curriculum and Instruction and a concentration in English as a Second Language is designed for: a) candidates seeking the master’s degree with Add-on Endorsement in ESL, b) candidates seeking the Initial Professional License in ESL, and c) candidates seeking the Add-On Endorsement in ESL (without degree).

The M.Ed. in Curriculum and Instruction with concentration and licensure in ESL focuses on preparing professional educators to meet the needs of students who are currently enrolled in U.S. public school classrooms in grades PreK-12. These populations may include students who represent immigrant populations, newly arriving non-English speakers, children of immigrants, and diverse populations with a variety of language and learning needs. The program is designed specifically for teachers and those who plan to teach second language learners in multilingual classrooms within the U.S.

Coursework is aligned with the Tennessee Department of Education Professional Licensure Standards for ESL and the CAEP Standards and Professional Dispositions for public school educators. The program takes a literacy-based approach to teaching ELs and is grounded in state and national education initiatives. The program is revised on an ongoing basis to reflect current practice.

This program is delivered online and does not prepare candidates to work exclusively with adult learners in EFL settings.

Career

The M.Ed. in Curriculum and Instruction with Concentration and Licensure in ESL offers preparation to candidates to teach in public schools, private schools, and faith-based learning environments. The program also seeks to prepare teachers to work with early learners who are also second language learners in preschool settings, nursery school settings, and early learning classrooms. Candidates who successfully complete the program meet requirements for the Pre-K through 12th grade professional license in ESL.

In addition to teaching in public, private, faith-based, and preschool classrooms, the program enables graduates to pursue the following careers:

Adjunct professor
Curriculum writer for PreK-12
ESL curriculum design for PreK-12
ESL instructional consultant
ESL instructor
Faith-based ESL coordinator
Faith-based ESL teacher (missionary)
Lead teacher in ESL
PreK ESL coordinator

Employers of MTSU Alumni include, but are not limited to, the following:

Public Schools - Tennessee

Bedford County Schools
Cannon County Schools
Coffee County Schools
Dekalb County School District
Franklin County Schools
Franklin Special Schools District
Giles County Schools
Hamilton County Schools
Knox County Schools
Lawrence County School District
Lebanon School District
Lincoln County Schools
Marshall County School District
Maury County School District
Memphis School District
Metropolitan Nashville Public Schools
Moore County Schools
Murfreesboro City Schools
Robertson County School District
Rutherford County School District
Shelby County Schools
Smith County School District
Tullahoma School District
Warren County Schools
Williamson County School
Wilson County School District

Public Schools – Outside of Tennessee

Boston Public Schools
New York City Department of Education

Private Schools

Franklin Road Academy
The Webb School

Other

Cumberland University
ELS Nashville
Grand Valley State University
International English Institute
Middle Tennessee State University
Motlow State Community College
Nashville State Community College
Tennessee Foreign Language Institute
Tennessee Technological University
Tennessee State University

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The Master of Education (M.Ed) in Curriculum and Instruction program at The University of Tampa has a reputable, long-standing relationship with Tampa Bay area school districts and administrators. Read more
The Master of Education (M.Ed) in Curriculum and Instruction program at The University of Tampa has a reputable, long-standing relationship with Tampa Bay area school districts and administrators. The program enhances the teaching and leadership skills of currently certified teachers and can be completed in as little as 13 months. Faculty members, many of whom have worked as teachers, hold doctorate degrees in education. Their powerful combination of academic expertise and firsthand knowledge was used in the development of the M.Ed. curriculum.

Visit the website http://www.ut.edu/med/

Who enrolls in this program?

Students who enroll in the M.Ed. program wish to become better educators and recognized leaders. Candidates are teachers currently working in K–12 classrooms or those who are taking a break from the classroom but have a strong background in education. M.Ed. candidates must have an undergraduate degree in education or hold a professional teaching certificate. These educators come to UT with a background in a wide array of specializations.

What is the structure of the M.Ed. program?

The M.Ed. emphasizes curriculum theory, pedagogy and innovation in education, educational advocacy, social dimensions of learning, instructional design, leadership and research, which can be applied in the teacher’s current field of work or toward advanced studies in education. Coursework is designed with the working education professional in mind and takes advantage of slower periods, such as summer months. Candidates in the M.Ed. program may be required to complete a thesis, special project or oral examination as a culminating experience.

What courses are offered?

A comprehensive list can be found in the course catalog. A small sampling of the courses in the M.Ed. program includes:

- Human Development and Inclusive Learning Environments
- Curriculum Theory
- Pedagogy and Innovation in Education
- Research in Education
- Technology for Education and Leadership
- Social Advocacy, School Reform and Leadership in Education
- Philosophy and Epistemology
- Cross Cultural Diversity

What are the benefits of the M.Ed. program?

- Advanced professional coursework supports classroom teaching and advancement in the school system
- Opportunities for mentoring and scholarly collaboration with university faculty
- Potential for teaching undergraduate classes at universities and community colleges
- Preparation for candidates seeking to pursue doctoral studies and advanced research
- Provides deeper understanding of human development and learning
- Offers candidates a new professional network within a class of their peers

Find out how to apply here - http://www.ut.edu/apply

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The Curriculum and Instruction program, leading either to a Master of Education (M.Ed.) or a Specialist in Education (Ed.S.) degree is designed to foster the development of teaching skills that result in increased pupil performance. Read more
The Curriculum and Instruction program, leading either to a Master of Education (M.Ed.) or a Specialist in Education (Ed.S.) degree is designed to foster the development of teaching skills that result in increased pupil performance. By analyzing curriculum choices and strategies, along with best teaching practices, those who complete either of these programs will be better equipped to provide an environment in which students engage in relevant and meaningful learning activities. Upon enrollment in a Curriculum and Licensure program, students will select either the research path or the practicum path. MTSU offers a specialization in secondary education licensure. This specialization offers a path for non-licensed degree-holding individuals seeking licensure to teach in secondary public schools. The Womack Educational Leadership department also offers a non-licensure generalist Curriculum and Instruction major.

The Department of Elementary and Special Education offers the Master of Education degree with a major in Curriculum and Instruction. The major in Curriculum and Instruction offers concentrations in Early Childhood Education, Elementary School Education, and Middle School Education. A specialization in inclusion education is available as is a specialization leading to initial licensure.

Career

Graduates from the Curriculum and Instruction programs may be employed in a variety of positions. Examples include, but are not limited to:

Central office personnel
Department chairs
Instructional leaders or supervisors
Team leaders

MTSU graduates are employed through various school districts throughout Tennessee; examples include:

Cannon County Schools
Coffee County Schools
Franklin County Schools
Franklin Special School District Schools
Murfreesboro City Schools
Rutherford County Schools
Tullahoma Schools
Van Buren County Schools
Warren County Schools
Wayne County Schools
White County Schools
Williamson County Schools

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MTSU's combined M.A and Ed.S. program in School Psychology is field-based with a research-based thesis required. The National Association of School Psychologists first approved the program in 1991, and graduates are eligible for national certification until the next review cycle in approximately 2020. Read more
MTSU's combined M.A and Ed.S. program in School Psychology is field-based with a research-based thesis required. The National Association of School Psychologists first approved the program in 1991, and graduates are eligible for national certification until the next review cycle in approximately 2020. The program also seeks to prepare Ed.S.-level school psychologists for licensure by the Tennessee Board of Education. The school psychologist must be prepared to understand and deal with the child's three major social systems: society in general, the family situation, and the school system. MTSU uses a psychosocial model and promotes a multicultural perspective. Students also get training in assessment and intervention with school pupils who have dyslexia, through the Center for the Study and Treatment of Dyslexia and neighboring education districts. Graduate and research assistantships are among financial aid possibilities.

Career

MTSU graduates are employed in education as either school psychologists or behavioral analysts. A school psychologist may work in a variety of different environments including public schools, clinics and hospitals, private schools, school health clinics, universities, community agencies, and in private practice.

Employers of MTSU alumni include:

Bedford County Schools
Cartersville (Ga.) Schools
Cave City (Ark.) School District
Coffee County Schools
Dickson County Schools
Knoxville City Schools
Lewis County Schools
McMinn County Schools
Metro-Nashville Public Schools
Murfreesboro City Schools
Rutherford County School
Sumner County Schools
Tennessee Department of Education
Vancouver (Wash.) Public Schools
Warren County Schools
Williamson County Schools
Wilson County Schools

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The history of the MA(Ed) programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever-changing educational landscape in Wales. Read more
The history of the MA(Ed) programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever-changing educational landscape in Wales.

The MA Education programme outlined has evolved from an MA programme that has been running since 1984 and in recent years has operated as a part time degree completed within up to 5 years. The history of the programme is both interesting and complex with developments grounded in the national and local contexts of Continuing Professional Learning and Development and, inevitably the ever changing educational landscape in Wales. The programme has produced a large number of graduates. Many of these graduates have gone on to secure promotions in the professional lives.

Course Overview

The programme has evolved and developed over the last twenty eight years. It has long been a successful and popular programme with teachers and educationalists. Productive and strong collaborative links have been developed between UWTSD, ERW, local authorities, schools and outside agencies.

Following a review and in line with current thinking, the programme team decided to design and offer a range of specialised pathways in addition to the generic Post Graduate Certificate/Diploma in Education and MA (Ed) being offered.

The full MA (Ed) is a modular programme comprising six modules.

Part One of the programme requires the student to take four ‘taught’ modules; (120 credit units at Master’s level). Part Two of the programme comprises the dissertation, equivalent to two full modules (60 credit units at Master’s level). It requires the student to complete a dissertation following a period of independent study on a topic of interest and relevance to themselves. Students following named award pathways must complete the dissertation (Part Two) within their specialist area.

During Part One of the programme, students will attend modules led by a tutor. In addition, students will undertake directed and independent study and will work towards the submission of an assignment for each module.

During Part Two of the programme students will be allocated a one-to-one supervisor to support them through their dissertation and will also attend dissertation support sessions.

The Post Graduate Certificate is a modular programme comprising two 30-credit modules.

The Post Graduate Diploma is a modular programme comprising four 30-credit modules.

Key Features

The MA (Ed), Postgraduate Diploma/ Postgraduate Certificate is a part-time programme of study for teachers and other educational professionals who wish to extend their academic and professional development. It is therefore conceptualised and delivered in ways that will enhance the intellectual development of participants as individuals (personal development), enable participants to reflect on and act on issues and priorities which are relevant to them in their educational establishments (staff development) and provide them with insight into developments within education taking place outside their own schools and institutions which may have an impact directly or indirectly on themselves as practitioners (professional development).

The programme as a whole is designed to support teaching as a research-based profession. We believe that practice is improved through reflection-on-action and that practitioner research must play a fundamental part of school improvement and professional development.

The purpose of the MA (Ed) is not to detach theory from practice but to enable theory to inform practice. The degree is designed to build on the realities of educational practice and support individual teachers in their professional development and/ or career objectives. The MA (Ed) presents an opportunity for teachers to create communities of learning and teaching networks that will outline the time spent studying on the programme.

The primary function of the MA (Ed) programme team is to assure academic standards, the quality of the programme, the student experience and the assessment procedures, taking full regard of the precepts or, “key matters of principle that the higher education community has identified as important for the assurance of quality and academic standards”. (QAA 2004). Quality assurance is paramount and the programme team has striven to ensure the quality and relevance of the programme is maintained through new effective and stringent systems that have been introduced.

Assessment

The Learning Outcomes will be assessed through a mixture of different assignments, portfolios of work and a dissertation. The learning, teaching and assessment strategy devised for the modules will ensure that the specialist skills are developed and clearly assessed.

Career Opportunities

Most students engaging in this programme are employed in educational settings. The experience of the MA(Ed) is often transformative, leading to an enhancement of learning and teaching and often leading to promotion within the profession.

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This course is suitable for applicants with subject experience from a wide variety of areas and industries. It leads to a teaching qualification in the post-compulsory education sector, which may also be used to teach in schools. Read more
This course is suitable for applicants with subject experience from a wide variety of areas and industries. It leads to a teaching qualification in the post-compulsory education sector, which may also be used to teach in schools. Those holding a degree in the subject they wish to teach will take the PGCE or ProfGCE, and those with vocational qualifications and/or experience will take the Cert Ed.

The awards meet the national professional standards, determined by the Learning Skills Improvement Service (LSIS) and allow you to apply for Qualified Teacher Learning and Skills status (QTLS) when you have completed your course. QTLS has been recognised as equivalent to QTS allowing holders to work in secondary schools.

We equip students with the knowledge and skills necessary for the demanding role of teacher / lecturer. The course is endorsed within the national framework for the sector and constitutes the University's equivalent of the Diploma in Education and Training.

These four awards are also offered with subject specialist pathways in Mathematics and Numeracy, and English and Literacy. You may be eligible for a training bursary if you study one of these specialist pathways.

What will I study?

The aims of the course are to prepare students to plan, implement and evaluate teaching and learning activities in the post-compulsory education sector and to help students to develop appropriate knowledge, skills and attitudes. It equips students with an ability to reflect upon and learn from their professional practice and build students' confidence in their ability to perform their professional roles whilst creating a sound foundation for further professional and career development.

The teaching experience in partner colleges / centres is central to the course. You will be supported throughout the experience by a mentor who specialises in your subject area, giving you the confidence to take your industry experience into the classroom.

All students follow a course of study and research which covers an introduction to post-compulsory education; curriculum issues, particularly around inclusive practice; enterprise and quality; principles of learning and the characteristics of the post-14 learner; planning for learning and methods of teaching and assessment. Fully integrated into this course is a structured and supervised practical teaching component in one of our partner institutions.

The course consists of four modules:

1. Learning and Teaching: in Post-Compulsory Education and Training
2. Learning and Teaching: the Professional Tutor
3. Learning and Teaching: the Subject Specialist and Wider Context
4. Independent Study: Post-Compulsory Education and Training.

On the part-time pre-service programme, two modules are completed in Year One and two in Year Two.

What will I teach?

This course equips you with the skills required to teach, but not subject-specific knowledge. Schools and colleges have a wide curriculum and as long as we can find you an appropriate placement, we can accept you to train for any subject you have the relevant experience to teach.

However, two specialist study pathways are also available, with generous government bursaries to support your study:

1. English and Literacy
2. Mathematics and Numeracy.

You apply for the generic PGCE Post-Compulsory Education and Training course and can choose to specialise once you start the course if you have the appropriate subject background.

Teaching experience

We will only accept students if we believe we can provide a relevant placement opportunity, or if you have an appropriate agreed placement arranged prior to applying.

Full-time study

There are two full-time blocks of teaching practice - six weeks in the second half of the autumn term and ten weeks in the spring / summer terms. In addition, course students will spend one day a week in their host college early in the autumn term, and two days a week in January and February. During their time in the host college students are supported by a mentor - a member of staff from that college who is a specialist in the student's subject area.

Part-time study

Teaching practice is undertaken one day a week over the duration of the programme. During their time in the host college/centre students are supported by a mentor - a member of staff from that centre who is a specialist in the student's subject area. University sessions are held one day a week, in the morning, with directed private study activities being planned for the afternoon. This path is ideal for students who wish to work or have other commitments whilst on the course.

Assessment

Students are assessed on both course work and their teaching practice. The focus of assignments is determined by students own practice and subject specialism.

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MTSU’s new Agricultural Education Leadership graduate program offers the opportunity to study agricultural leadership and its application in a variety of agricultural and environmental contexts. Read more
MTSU’s new Agricultural Education Leadership graduate program offers the opportunity to study agricultural leadership and its application in a variety of agricultural and environmental contexts. This concentration leads to a Master of Education (M.Ed.) degree in the Administration and Supervision major. The program helps disseminate the latest research and best practices in agribusiness and agriscience to educational leaders such as extension officers, FFA club advisors, 4-H leaders, and K-12 teachers who integrate agricultural content into their curriculum. Electives allow master’s candidates to tailor studies for individual career goals. The program draws upon the expertise of School of Agribusiness and Agriscience faculty and builds on MTSU’s strong foundation in K-12 education. Although not traditionally identified as STEM fields, agribusiness and agriscience rest on the ever-growing and ever-changing currents of science, technology, and engineering that require agricultural leaders to remain up-to-date in scientific arenas, apply that knowledge to agribusiness and agriscience, and communicate that information to a variety of audiences in a number of formats.

Career

With leadership being a mandate of employers, the Agricultural Education Leadership master’s degree positions graduates to work with communities, organizations, and agencies that are committed to agriculture and the environment. The program is geared toward agricultural extension agents, 4-H leaders, recent graduates, and teachers who seek advanced agricultural leadership skills.

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This course consists of a one-year taught programme for a Graduate Diploma in Primary Education with the possibility of a further year for a Masters Degree (M.Ed.). Read more
This course consists of a one-year taught programme for a Graduate Diploma in Primary Education with the possibility of a further year for a Masters Degree (M.Ed.). Entry to the Masters Programme depends on the achievement of a specified minimum QCA in the Graduate Diploma. It then involves attending one taught module in Research Methods and undertaking a substantial dissertation on an approved topic. The course is designed to provide practicing primary teachers with a holistic approach to the use and application of Information and Communication Technologies (ICT) in the Primary School. Teachers will learn how to skilfully and creatively use ICT to support a wide variety of teaching and learning goals as well as administrative and organisational tasks. They will also learn to identify and evaluate how ICT can best be used to support and enhance children’s learning and to appreciate how thoughtful use of ICT can enrich the learning environment of the classroom and school. The course will help teachers to gain a critical perspective on ICT’s overall role in education and its role in society in general.

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The M.Ed. Teaching and Learning Processes provides you with the access requirements for the First State Examination for teachers, which qualifies you to teach at state-run schools in Germany and opens up a large number of non-school career paths. Read more

About the programme

The M.Ed. Teaching and Learning Processes provides you with the access requirements for the First State Examination for teachers, which qualifies you to teach at state-run schools in Germany and opens up a large number of non-school career paths.
In addition, you receive top-notch training in the education sciences, qualifying you for high-powered roles in the school sector as your career progresses. As a graduate of this programme you may also proceed with doctoral study in the education sciences and in the didactics subjects.

Features

– greater teaching competence: a significantly increased pedagogy and psychology component compared to the conventional secondary-school Realschule-track teacher training curriculum
– an international teaching degree: the Master of Education is widely recognised abroad
– excellent staff-student ratio in the Secondary School Education (Realschule) track

Who should study this Master's programme?

This Master's degree is ideal for those graduating from the Bachelor of Education programme offered by the University or one of the long-cycle teacher training programmes concluding with a state examination.

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The major in Administration and Supervision includes a specialization in higher education, which is designed for graduate students from junior or community colleges and/or four-year institutions who are interested in pursuing study in the area of higher education. Read more
The major in Administration and Supervision includes a specialization in higher education, which is designed for graduate students from junior or community colleges and/or four-year institutions who are interested in pursuing study in the area of higher education. Faculty members in the Womack Educational Leadership Department work with students who choose to specialize in higher education to assure that they complete requirements including a foundations core, a specialized core, and elective hours in order to develop a specialized professional knowledge base and skills in the student’s chosen area. Upon enrollment in the Higher Education program, students will select either the research path or practicum path.

Career

Graduates from the Administration and Supervision program with the higher education specialization may be employed in a variety of positions at universities and community colleges. Examples include, but are not limited to:

Academic advisors
Admissions office representatives
Recruiters
Scheduling center officials
Student affairs administrators

MTSU graduates are employed in universities, community colleges, and technology centers in Tennessee and other states; examples include:

Columbia State Community College
Middle Tennessee State University
Motlow State Community College
Tennessee Technology Centers
University of Memphis
University of Mississippi
University of Southern Mississippi

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The Master of Education degree programme is presented through a combination of evenings and occasional weekend workshops over either two years (part-time basis) or one year (full-time basis). Read more
The Master of Education degree programme is presented through a combination of evenings and occasional weekend workshops over either two years (part-time basis) or one year (full-time basis). The programme covers theories, principles and practices in contemporary educational settings and is designed for all those interested in enhancing their professional knowledge, understanding and skills. Teaching and learning methods include; lectures, workshops, presentations, visiting speakers and supervised research. Graduates of the programme are working as teachers, principals, inspectors, lecturers, and researchers in schools, colleges, universities at home and abroad. Applicants choose this programme because of the dedication and commitment of the teaching faculty, the range of supervision specialisations available, and the high quality and individualised nature of the supervisory process.

The Objectives of the Programme Are:
• To advance knowledge and understandings of educational theories, principles and practices
• To develop critical and enquiring skills through conversation-building and high quality writing
• To foster confident researchers and educational leaders on the cusp of renewal and reform in education

Programme Structure:
The programme is delivered in a number of different ways to suit the various commitments of our students
• Flexible Part-time (Evenings and Occasional Weekend Workshops over two years)
• Full-time (Evenings and Occasional Weekend Workshops over one year)

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The Graduate Diploma in Adult and Further Education is intended for graduates planning to teach in the adult and further. education (FE) sector and for teachers already working in this area who wish to further develop their professional practice. Read more
The Graduate Diploma in Adult and Further Education is intended for graduates planning to teach in the adult and further
education (FE) sector and for teachers already working in this area who wish to further develop their professional practice.
The programme is recognised by the Teaching Council as a professional teaching qualification for the FE sector. It should be of interest to graduates with an interest in working in other sectors in adult education and lifelong learning.
Following successful completion for the graduate diploma in Year 1, students may apply for progression to a Master’s
degree programme in Year 2.

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This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. Read more
This programme, which is run by the Department of Special Education, admits 50 qualified teachers including Learning Support Teachers, and Resource Teachers in Primary and Post-Primary schools, teachers in Special Schools, and teachers employed by VECs as literacy and/or numeracy tutors in Youthreach, Community Projects or in the Prison Service who meet the criteria in the annual Circular. The programme leads to the award of a Graduate Diploma in Special Education, accredited by the University of Limerick.

This programme provides a broad overview of special education and provision in the Irish context. It also offers an in-depth exploration of a Special Educational Needs area of choice (Autism, Dyslexia, Attention Deficit Hyperactivity Disorder, Mild General Learning Disabilities, Emotional & Behavioural Disorders, Down syndrome, etc.) for each participant, and provides particular expertise in both ICT and the analysis of behaviour.

The course runs from September to May of the following year and involves block release from school for designated periods (a total of eight weeks), and four Saturdays.

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This programme is intended for teachers who want to further develop themselves and their professional practice as teachers, while also developing as mentors to other teachers, particularly beginning teachers. Read more
This programme is intended for teachers who want to further develop themselves and their professional practice as teachers, while also developing as mentors to other teachers, particularly beginning teachers. It is delivered using onsite and online lectures and tutorials. Students who meet certain minimum achievement criteria in the Graduate Certificate are invited to progress to a Graduate Diploma and Masters degree.

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This course is designed to provide practising teachers with a holistic approach to the teaching of Primary Science and Technology. Read more
This course is designed to provide practising teachers with a holistic approach to the teaching of Primary Science and Technology. It will introduce teachers to the process model of scientific and technological skills, while including immersion in the philosophical background to the teaching of Science and Technology.

Aims of the Programme

• To give an understanding of the need to apply cognitive theory in the development of appropriate instructional models in the teaching of Science and Technology
• To develop a scientifically and technologically literate teaching community having a basic understanding of the fundamental scientific and technological concepts
• To familiarise primary school teachers with a wide range of methodologies currently employed in the teaching of Science and Technology
• To give participants an insight into the range of curriculum materials available for the teaching of Science and Technology
• To allow teachers to gain confidence in their ability to teach Science and Technology through immersion in the process skills of scientific and technological enquiry.

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