Professional Master of Education
The Professional Master of Education (Primary Teaching) is a two-year, full-time Level 9 postgraduate professional teacher education programme designed to qualify graduates as primary teachers. A key element of the PME is practice-oriented inquiry where students interrogate experiences and forge new understandings, integrating educational theory and practice through structured reflection and research applications. The programme is designed to equip student teachers with the cognitions and competencies necessary to develop creative and flexible approaches to teaching in different contexts and settings embracing pupils with diverse and often complex needs. Thematic in nature, the programme focusses iteratively on students’ role as learner, teacher, researcher and leader. In addition to the established broad range of curriculum and foundation studies areas studied traditionally within ITE programmes at MIC, this programme contains a strong spine of three research methods modules which culminate in the Reporting Educational Research module. The research modules provide students with a critical introduction to the principal methods in educational research; identify educational research issues and questions, and consider appropriate methods of investigating them.
The Professional Master of Education (PME) seeks to foster in graduate teacher education students a spirit of justice and compassion in the service of others and the creation of a democratic setting where all have the freedom and opportunity to achieve their full potential. The PME aims to develop graduate students' knowledge, skills, beliefs, and values in ways that support the development of professionals who:
1. promote and maintain a strong commitment to education and teaching and to the quality of the educational experiences of their pupils.
2. respect and value childhood and help children to unlock and realise their potential.
3. value their identity as learners, teachers, researchers and future leaders.
4. recognise the dignity of the individual graduate student of education who brings her/his own unique identity, prior experience and expertise to the teaching profession.
5. comprehensively understand, respect, question and think critically about knowledge and who can adapt this knowledge within the complexities of their educational research and practice.
6. are committed to promoting rich, innovative, flexible, creative learner-centred environments.
7. seek to develop their personal and professional qualities including creativity, enthusiasm, risk-taking, commitment, responsibility and innovation, all of which equip teachers to actively contribute and respond positively to change in Irish society in the twenty-first century.
8. promote the vision of the teacher as researcher and critically reflective practitioner who engages with inquiry-based examination and consideration of all aspects of professional practice, linked to a commitment of the teacher.
9. challenge and confront social injustice and inequality as they see them in the class, playground and in the community, thus helping them to become agents of change.
10. are empowered to recognise, appreciate and accommodate difference.
11. understand, recognise and imbue the pivotal contribution of educational research to teacher formation.
12. recognise leadership as an intrinsic component of teacher education.
Semester 1 provides a strong foundation in many curricular areas, foundation disciplines and research methods as well as introducing students to School Placement. Blending subject-specific pedagogies with modules which interrogate contemporary issues in education in a context of campus-based and school-based learning opportunities, students will be enabled to achieve deep insights into teaching and learning early in the programme.
Semester 2 builds on and extends the knowledge, skills and understanding gained in Semester 1. Semester 2 culminates in a prolonged school placement offering students an opportunity to apply learning in practice.
A summer school programme is an integral part of the first year of this master’s programme. This summer school includes a Tréimhse Foghlama sa Ghaeltacht and students return to campus following their period in the Gaeltacht to complete an oral Irish examination. In addition, students complete two on-line modules; in the Leadership and Policy module provides an intensive immersion experience into the field of educational research where students explore fundamental theories and enduring questions in the field of educational leadership and policy. Within the Research Methods 2 module research principles, theories and approaches are explored leading to the completion of students’ research ethics application.
Semester 3 builds on the knowledge, skills and attitudes gained during Year 1 through curricular areas, foundation disciplines and research methods. Inclusive and Special Education is a discrete focus of this Semester through both a taught module and a specific school placement. Students will develop their research proposal during this Semester and engage in data collection and analysis. A significant element of Semester 3 will be the parallel focus of teaching, learning and research highlighting the multi-faceted nature of the role of the teacher and the teaching profession. Students work individually with allocated supervisors with significant expertise in the students’ chosen field. Students will submit their educational research report during Semester 4.
Semester 4 is primarily devoted to prolonged school placement and the application of knowledge, skills and attitudes acquired through Semesters 1, 2 and 3. A key feature of Semester 4 is the completion and presentation of a professional portfolio which will provide an opportunity to link practice with theory, to engage deeply with subject matter and pedagogical content and to participate in reflective dialogue about teaching and learning. It will provide a structure for documenting and reflecting on students’ assumptions, understandings, experiences and achievements during their teacher education programme.
This Summer School programme includes the second Tréimhse Foghlama sa Ghaeltacht.
Applications are now CLOSED for this programme which is commencing in September 2014. Interviews will take place on Monday 26th and Tuesday 27th May and candidates will be informed in writing of their interview times approximately one week before interviews take place.
Criteria for Interview and Oral Irish examination can be accessed here.
Click here to access fees for 2014 / 2015
For further information please contact:
Mary Immaculate College,
South Circular Road,