The broad aim of the MASTER OF EDUCATION is to prepare a more able, efficient, internationally oriented, skilled teaching force. The programme aims at equipping teachers with necessary knowledge and skills, as well as inculcate continuing education mindset to enable them to:
- Engage in best practices to maximize learning outcomes.
- Employ sound educational theories and principles in day to-day teaching and related tasks.
- Provide creative and flexible opportunity for teachers who are busy, but nevertheless wish to gain an internationally recognized teaching credential to further boost their professional careers in education.
- Contribute to the overall quality of education by becoming professionally attuned to a wide range of effective educational practices, by identifying and discarding those that are not effective.
- Be part of a bigger group of professional teacher network that makes up a constructive community of learners aimed at advancing the cause of good education for all, locally and internationally.
DURATION 12-18 months
MODULES
- EDUC510: EDUCATIONAL PHILOSOPHIES: AN OVERVIEW (7.5 ECTS)
To introduce students to the broad philosophical ideas of education in classical times and to review the reception of these ideas for today’s classroom, such as idealism, realism, neo-scholasticism, perennialism, essentialism, futurism, re-constructionism, existentialism, humanism, pragmatism, progressivism, and behaviourism; to help students to understand how education has evolved and developed over the years beginning from the 19th century industrial revolution era up until today’s scientific and information technological era. - EDUC520: CURRICULUM & INSTRUCTION PLANNING & DEVELOPMENT (7.5 ECTS)
A survey of curriculum theories including theories pertaining curriculum planning and development, curriculum implementation and curriculum evaluation models: an overview of curricular frameworks as processes and plans embodying particular views of the role of education at philosophical, policy and practical level; relating these perspectives to international trends in curriculum constructs; contextualising curriculum stances and student needs; the role and purposes of assessment in curriculum plans and designs. - EDUC530: DIMENSIONS OF LEARNING: APPLICATION IN CLASSROOM (7.5 ECTS)
This module focuses on enhancing student teachers’ capacity to understand and plan for active learning in classrooms. The module will address class management; developing a community of learners (e.g. group work; cognitive strategy instruction), approaches to learning (cognitive and socio-cultural theories); and literacy across the curriculum. It would also address effective teaching and learning including active learning, constructivism, multiple intelligences, teaching and learning styles, classroom planning, interaction, differentiation and assessment. - EDUC540: ASSESSMENT IN EDUCATION: MEASUREMENT & EVALUATION (7.5 ECTS)
This module provides comprehensive definitions of test, measurement, evaluation and assessment, as well as roles of measurement and evaluation in education. Also, the interrelationship among evaluation, evaluation tools, and assessment techniques is explained. Students will evaluate and use appropriate tests in pupil diagnosis and attainment, interpret and apply tests results in appropriate teaching strategies. Taxonomy of educational objectives is also explained, laying emphasis on the cognitive and psychomotor domains. - EDUC550: PSYCHOLOGY OF LEARNING: LESSONS FROM COGNITIVE PSYCHOLOGY (7.5 ECTS)
This module deals on the theories and principles in educational psychology and applications to the problems of education in a variety of educational settings, applications to curriculum, teaching and learning; theories of human development; cognitive and constructive view of learning; behavioural and social cognitive perspective of learning. It examines the theoretical and applied aspects of learning motivation, personality, classroom management, culture and evaluation of learning outcomes. - EDUC560: EDUCATIONAL TECHNOLOGY: THE 21ST CENTURY CLASSROOM (7.5 ECTS)
Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Our education institutions should be incubators of exploration and invention. Educators should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. Education leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive. - EDUC570: CLASSROOM DYNAMICS AND BEHAVIOR MANAGEMENT (7.5 ECTS)
Exposing students of the range of theories and practices related to the management, motivation and maintenance of professional control involved in the education of children and adolescents. Emphasis will be placed on the essential need to create a suitable learning environment that is appropriate to the specific context of practice; Examination of the regulation of behaviour through the application of principles and theories of learning and motivation; Emphasis on behavioural management that results in optimum learning and development through the various stages of life. The module includes a focus on the application of behaviour management for classroom control and supervision.
ACTION RESEARCH PAPER - EDUC580: EDUCATIONAL RESEARCH: DESIGNS AND PROCEDURES (7.5 ECTS)
This module will specifically place greater emphasis on and introduce students to action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals of action research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out.
Entry Requirements
- Applicants should possess a high level of motivation and self-discipline
- Applicants should be proficient in the English language
- Applicants should possess a recognized Bachelor Degree in any field, or possess a recognized Post Graduate Diploma (PGD – Level 7 equivalent) in Teaching, Education Administration, or related areas of study
