Close icon
Close icon

Master of Education (M Ed)

This degree is level 9 on the National Framework of Qualifications (NFQ) awarded by University of Limerick.
Maximum Places Offered: Not Applicable
  • Programme Overview
  • Programme Content
  • Entry Requirements
  • How to Apply
  • Ask a Question
  • Programme Overview

    The Master of Education (M Ed) programme is designed for all those interested in enhancing their professional knowledge, understandings and skills. Offered on a full-time (one year) or part-time (two years) basis, this modular design enables students to register for specific core M Ed modules and select others from a diverse range of electives, thus contributing to flexible, agile and individualised learning pathways. MIC, as a globalised provider, especially welcomes international students to this modular, hyflex M Ed programme.

    Key Features

    • Students build their own customised M Ed from the available modules tailored to their own professional specialisation, research areas and personal interests
    • Students may choose to select interdisciplinary modules or M Ed designated pathways
    • All modules (core and elective) are delivered using a blended, hyflex or completely online format
    • Greater choice in terms of time, place, pace, content and mode of learning ensures a personalised, tailored, student-centred learning experience as well as providing a unique, rigorous and compelling intellectual challenge
    • Principles of Universal Design for Learning (UDL) are embedded in programme design, development and implementation, i.e. multiple forms of representation, engagement and expression
    • Guided by a programme-level approach, a diverse range of innovative, authentic, flexible accessible and inclusive assessment types and formats is utilised across M Ed modules
    • An enabling and supportive infrastructure facilitates students to share insights and innovations and engage in collaborative reflection and strategic planning fostering an effective learning culture and a community of practice.
    Postgraduate students at Mary Immaculate College walk through a corridor on the MIC Limerick campus
    Master of Education (M Ed)
    Programme Coordinator, An Dr TJ Ó Ceallaigh, outlines the Master of Education (M Ed) programme

    Contact

    An Dr TJ Ó Ceallaigh, Programme Coordinator & Director of Taught Postgraduate Studies in Education

    T: +353 61 204325

    E: TJ.OCeallaigh@mic.ul.ie

    Programme Content

    The programme is comprised of the following core modules:

    • Applied Research Project
    • Inclusive Education Policy and Practice
    • Principles and Practice of Research in Education
    • National and International Trends and Current Issues
    • Dissertation modules * 2

    Full-time Structure: In Semester 1, students complete three core M Ed modules (Applied Research Project, Principles and Practice of Research in Education and Dissertation 1) and select two elective modules from the list below. In Semester 2, students complete three core M Ed modules (Inclusive Education Policy and Practice, National and International Trends and Issues in Education and Dissertation 2) and select one elective module.

    Part-time Structure: In Semester 1, students complete one core M Ed module (Applied Research Project) and select two elective modules from the list below. In Semester 2, students complete two core M Ed modules (Inclusive Education Policy and Practice, National and International Trends and Issues in Education) and will select one elective module. In Year 2, (i.e. semester 3 & 4) students engage with two core modules in Semester 3 (Principles and Practice of Research in Education and Dissertation 1) and one core module (Dissertation 2) in Semester 4.

    Semester 1 Elective Modules

    This module aims to enable students to critically explore the teleology of contemporary educational policy and, using the foundation disciplines as analytical tools, to enable students to isolate and to analyse the theoretical, conceptual and methodological underpinnings that lie at the core of the contemporary vision of education.

    This module aims to enable students critically and reflexively examine their initial research design and to justify the effectiveness of the chosen research paradigm, research methodology and selected methods of data collection for probing the research question.  

    This module will explore the multiple theories and concepts underpinning leadership styles within education and the school setting. contemporary issues and developments in the leadership and management of schools will be explored.

    This module promotes advanced skills in self-evaluation and reflective practice where graduate students document, interrogate and critique their assumptions, understandings and experiences of leading and managing issues within a school context.

    The module builds upon the understanding base that school governance, policies, and procedures, are designed to support the mission of the school and the care and education of the children attending. the module assists current and future school leaders in acquiring the knowledge and skills necessary to ensure that school policies and procedures create a safe and positive learning environment for the entire school community.

    The purpose and rationale of this module is to introduce the concept of wellbeing in a variety of educational contexts, including pre-school, primary and post-primary levels. It examines the development of positive cultures across educational settings to support student experiences that promote a sense of belonging and connectedness.

    This module encourages participants to critically analyse the concept of wellbeing through a variety of lenses and examine the attendant implications for education policy and practice. 

    This module will examine some of the core philosophical ideas that have relevance to the epistemologies and ontologies of music education.

    The purpose of this module is to provide knowledge and understanding of the fundamental beliefs in the Christian tradition about nature of god, the human person, their relationship to one another, along with the personal and public significance of such a relationship.

    This module examines the foundations of religious education and the implications for approaches across a variety of educational contexts.  Educators require foundational knowledge of the theological and philosophical perspectives that underpin pedagogies and approaches to enable them to engage effectively with the multi-faceted nature of religious education and competing and contradictory expectations placed upon it. 

    This module examines the fundamentals of relevant learning theories, models and frameworks with a specific focus on stem education. Paradigms such as behaviourism, cognitivism and constructivism will be analysed and applied in the participants’ own practices.

    This module examines the theoretical background of educational partnership development as well as practical applications of working with families in DEIS contexts. It equips students to engage fully with partnership activities and processes in schools and to understand the role of the principal and class teacher in this regard. 

    This module draws on these programs, methodologies and research to facilitate teachers to foster children’s philosophical capacity in a way that builds higher order thinking, questioning, speaking and listening skills. 

    In this module, current research and relevant publications, up to date reviews of national policy and curriculum developments will be reviewed to promote and advance student understanding of CLIL in our multilingual, multicultural context.

    Semester 2 Elective Modules

    This module will introduce various frameworks for studying curriculum as a socio-cultural construct and as a site of conflict and compromise between values, ideologies and cultures.

    The purpose of this module is to enable participants to develop knowledge of and critically analyse advances and developments in literacy leadership and to exercise critical judgement and thinking in the application of such knowledge.

    This module flows from the scholarly and intellectual concerns that were explored in the module foundations of Music Education 1 and explores themes of perception, cognition and creativity in musical practices.

    This module presents the psychological basis for teaching and learning, examining various concepts such as learning, metacognition, intelligence, motivation, and individual difference in learners.

    This module allows participants to examine and look critically at what is successful STEM communication.

    Déanfar iniúchadh ar na tionchair mhóra atá ann ar an leibhéal idirnáisiúnta, náisiúnta agus áitiúil faoi mar a bhaineann siad leis an tumoideachas/oideachas mionteanga agus leis an bpleanáil teanga, agus féachfar freisin ar éilimh athraitheacha na scoileanna lán-ghaeilge/gaeltachta ó thaobh na sochaí, na heacnamaíochta agus na teanga de i ndáil le plean scoile fhóinteach agus le measúnú.

    Déanfar scagadh sa mhodúl seo ar shamhlacha éagsúla na ceannasaíochta, inter alia, ceannasaíocht theagascach, ceannasaíocht chomhroinnte, ceannasaíocht an mhúinteora, ceannasaíocht eiticiúil, ceannasaíocht roinnte, ceannasaíocht idirbheartaíochta agus ceannasaíocht chlaochlaitheach i gcomhthéacs an oideachais lán-ghaeilge. Féachfar freisin ar na príomhpheirspictíochtaí atá taobh thiar de choincheap na scoile mar eagraíocht foghlama.

    This module will enable students to understand and analyse the whole-school planning and SSE process as it applies to the students' school context.

    This module aims to provide educators with an understanding of the history, nature and complexity of belief diversity in Ireland.

    The purpose of this module is to explore two core theological areas with the students: scripture and the sacraments. It introduces the students to the scriptures of the old and new testaments within their historical context. It provides an overview of the content (story, genres and general themes) of the Bible.

    The module explores how the tools developed in the ‘Philosophy for Children’ movement can be used by teachers to engage children in the exploration of problems in applied ethics. 

    The module seeks to assist students in exploring their own spirituality and that of others through conversation, debate and fieldwork activities. This then will inform their practice in the classroom or relevant work environment and their chosen areas of research for their dissertation. 

    Drawing upon the professional award criteria and guidelines for Early Childhood Care and Education (DES, 2019); the Childcare Act, 1991 (Early Years Services Regulations) 2016, and Droichead (The Teaching Council, 2013), this module promotes student’s exploration, understanding and critical evaluation of concepts, theories and models of mentoring across early childhood and primary school contexts.

    Entry Requirements

    • Applicants will be considered for direct entry into the M Ed programme on the basis of possession of a Primary Degree in Education (Level 8 NFQ) at a minimum of Honours 2.2. Applicants who have a 2.2 Honours degree in other disciplines may be considered if they have substantial and relevant professional experience.
    • Applicants for the full-time programme must provide an outline of the dissertation proposal (500 words) as part of their application. For further information relating to this please contact the Course Coordinator.
    • For direct entry into Year 2 of the part-time programme, applicants will hold a Professional Development Graduate Diploma in Education (Level 9 NFQ) at a minimum of Honours 2.1.
    • In cases where the applicant does not meet normal entry requirements, the applicant can be assessed on prior learning in line with University policy and procedures on the Recognition of Prior Learning. The admission procedures will include an interview wherein the prior learning and experience of applicants in education will be assessed.
    • Click here for English language requirements.

    How to Apply

    Applications for September 2022 entry are now open. Closing date for receipt of completed applications: 31 May 2022.

    Please Note: Not all MIC programmes are open for applications from non-EU countries. Please contact the MIC International Office to check programme eligibility before applying as the application fee is non-refundable due to applicant ineligibility. Email: International@mic.ul.ie. More details below.

    EU Applicants

    Complete all the steps below:

    1. Download and complete the application form here.
    2. You will be required to send your university transcripts (and applicants may be required to name one or more referees on request).
    3. In the case of non-native English speakers, a copy of IETLS (or equivalent) is required. 
    4. Please pay the non-refundable €50 application fee using Realex hereand return the completed application and transcripts by email to TaughtProgrammes@mic.ul.ie.

    Non-EU Applicants

    You are advised to contact the MIC International Office before applying:

    E: International@mic.ul.ie   or    T:  +353 61 204988 /+353 61 774790.

    • Entry requirements and the application process vary according to country of origin. Check your country here.
    • Please click on the link to complete your application through PAC.
    • You will be required to upload your university transcripts.
    • In the case of non-native English speakers, a copy of your IELTS results (or equivalent) is required.
    • The application fee is €50 and is non-refundable.

    Transferring from another 3rd Level Institution

    The transfer route into MIC depends on the content overlap of your new and old course and the number of places on the new course in the year you apply. Before submitting an application you should contact international@mic.ul.ie where we will consider your case with the relevant Head of Department of the course you wish to transfer to.

    EU/Non-EU Status Assessments

    The designation of a student as being from the EU or a Non-EU country determines the fees they will pay at MIC, i.e. there may be cases where a non-EU national acquires EEA citizenship during the course of their third-level studies and would qualify for EU fees for example. 

    Click here for more information on EU/Non-EU assessments which will be conducted by MIC International office to determine status. 

    Fees

    For information on Postgraduate Fees please click here.

    US Students please note that you can apply for Federal Aid. Click here for more information.

    Contact
    Contact
    Non EU Applicants:

    Ask a Question

  • Programme Overview
  • Programme Content
  • Entry Requirements
  • How to Apply
  • Ask a Question