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Education - Post Primary Teaching

ProfMasters Education

Graduate Taught (level 9 nfq, credits 120)
The Professional Master of Education is a two-year, full-time Level 9 programme which is creative, innovative and a leading model in initial teacher training internationally. The programme pays systematic attention to dispositions, values and beliefs regarding professionalism as public service and commitment to social justice with confidence, competence and appropriate expertise, both disciplinary and pedagogical. It develops practice-oriented enquiry which is both rigorous and systematic and builds relevant and sustainable synergies between theory and practice.

Who should apply?
Full Time option suitable for:

Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region.

Course Description

Key Principles Of The PME Programme

The programme is built on the following commitments to:
Cultivate a lifelong disposition towards professional growth and renewal that is informed by:
a broadly interpreted and inclusive understanding of evidence-informed practice;
Imbue all elements of the programme with a critically reflexive yet constructive disposition;
Advocate for education as a public good and for commitment to that ‘calling’ to be a teacher as a pledge to being a public intellectual through civic engagement and professional renewal;
Pursue, through that activism, the highest professional standards, underpinned by a commitment to one’s own professional renewal and a spirit of lifelong learning;
Demonstrate an on-going commitment to the teaching profession by means of a variety of partnerships within individuals, schools, their communities and managements, professional agencies—local, national and international—a ‘web of commitments’;
Advocate through one’s own professional engagement the notion of teacher-researcher within a community of scholars, both national and international, to build systematically and more coherently the knowledge-base of teaching, learning and leading.

Programme Design Principles:

Linkage between the different components of the programme in Education is fundamental in order to bridge the gap between sound knowledge of educational theory and the development of professional competency as a teacher. As such the programme design principles include:
Explicit connections between carefully planned module content, coursework and school placement;
The scaffolding of student development as pedagogues --‐ ensuring a praxis orientation to student teachers’ work, understood as phronesis;
The sustained and critical exploration of diversity across and between all modules;
The design and support of school placement to ensure that it occurs within the context of a collaborative professional community which draws on the strengths of the school, the students and the university;
An explicit emphasis on quality pedagogy which facilitates the development of content specific pedagogy which is firmly based on good evidence with solid theoretical foundations;
Active and diverse pedagogies which scaffold and enhance student reflection and which lead to conceptual change amongst students in relation to what constitutes and contributes to high quality teaching and learning;

Programme Aims:

The core aims of the PME programme are to:
Graduate highly educated Newly Qualified Teachers (NQTs) who are/ becoming excellent professionals, who are confident and self--‐ assured; committed to their subject pedagogy and to the teaching profession, and who are engaged in on-going professional renewal and development;
Develop expertise (subject matter and pedagogical content knowledge) coupled with a deep understanding of the principles of teaching, learning and assessment;
Cultivate a disposition which combines passion with purpose, empathy and understanding with cognitive challenge, resilience and hardiness;
Encourage students to invest continuously in their own learning and those of their pupils and colleagues through scholarship, research and capacity built in a collegial and collaborative manner;
Over time, through in—school mentoring, induction and collaboration enable graduates to become leaders in their specialisms and to enable them to recognise their leadership role in being ambassadors for their disciplines;
Cultivate a deep understanding of the formative role of assessment in learning and exhibit the capacity to deploy a range of assessment strategies which enable learners to build their understanding of key concepts in a principled manner;
Recognise the significance of reflection in the development of expertise and innovative practice thus providing curriculum leadership within their disciplines, schools and the wider educational community;
Combine respect, understanding and empathy in their professional disposition which is cognisant of diversity, inclusion and the consequent necessity for differentiation, discretion and professional judgment in building trust, promoting equity and justice amongst peers, students, parents and the wider public;
Enable student teachers to recognise that being and becoming a professional is a continuous journey characterised by a judicious mix of confidence and uncertainty, capacity to make sophisticated professional judgments in the interest of learners, whilst remaining open to possible alternatives, being committed to the benefits of professional community while being sufficiently self-critical to avoid “group think”;
Seek at all times to be mindful of professional responsibilities to learners, community and the profession while being principled and vigilant in the promotion and upholding of the highest professional standards.

Entry requirements

Applicants must register with the Postgraduate Applications Centre,, and apply online via their website. The final closing date for applications is February 17, 2016.

When applying for a place on the Professional Master of Education, the PME Applicant will be required to make a formal declaration of studies undertaken in at least one post-primary curricular subject area.

He/she will be required to declare that they...
Hold an Honours Bachelor Degree NFQ Level 8 (or equivalent) carrying at least 180 ECTS Credits.
Have studied the requisite number of ECTS credits in the subject(s) they wish to have recorded on the Register of Teachers e.g. 60/80/90 ECTS credits.
Have completed at least 10 ECTS credits at third year degree level or higher
Have met all the specific detailed requirements of the Teaching Council in terms of mandatory areas of study

In all cases (a) – (d) the PME Applicant will be required to identify the specific module/course code where requirements have been met.

In the second semester of the first year, the Teaching Council will write to all PME student teachers on its database confirming...
1.That they meet the requirements for named curricular subject(s) and will be eligible to register on successful completion of the PME.
2.That they meet the requirements for at least one curricular subject but do not meet the requirements for one or more subsequent subjects and will be eligible to register on successful completion of the PME.
3.That they do not meet the requirements for at least one curricular subject and will therefore not be eligible for registration when they complete the PME.

In the case of number 3 above, the student teacher will be advised to notify their PME Provider who will determine if they can continue on the PME programme.


2 years full-time

Further enquiries

Subjects taught

Stage 1 - Option

Educating Ireland PME EDUC42120

Curriculum and Assessment EDUC42130

Students, Schools & Society EDUC42140

Subj Pedag: English I EDUC42150

Subj Pedag: English II EDUC42160

Professional Dissertation EDUC42170

Professional Placement I EDUC42180

Subj Pedag: Maths I EDUC42200

Subj Pedag: Maths II EDUC42210

Subj Pedag: CSPE I EDUC42220

Subj Pedag: CSPE II EDUC42230

Subj Pedag: Geography I EDUC42240

Subj Pedag: Geography II EDUC42250

Subj Pedag: History I EDUC42260

Subj Pedag: History II EDUC42270

Subj Pedag: ReligionII EDUC42310

Research Methods EDUC42320

Professional Placement II EDUC42330

Subj Pedag: Science I EDUC42340

Subj Pedag: Science II EDUC42350

Subj Pedag: Music I EDUC42360

Subj Pedag: Music II EDUC42370

Psychology for Teaching and Learning EDUC42400

Pedagogical Approaches and Portfolio EDUC42420

Subj Pedag: Classics I EDUC42430

Subj Pedag: Classics II EDUC42440

Subj Pedag: Gaeilge I EDUC42450

Subj Pedag: Gaeilge II EDUC42460

Subj Pedag: Mod Cont Lang I EDUC42470

Subj Pedag: Bus Studies I EDUC42480

Subj Pedag: Bus Studies II EDUC42490

Subj Pedag: Mod Lang Proj I EDUC42500

Subj Pedag: Mod Lang Proj II EDUC42510

Subj Pedag: Bus Studies Proj I EDUC42520

Subj Pedag: Bus Studies ProjII EDUC42530

Subj Pedag: Science Extension I EDUC42540

Subj Pedag: Science Extension II EDUC42550

Subj Pedag: Mod Cont Lang II EDUC42560

Politics and Society EDUC42810

Philosophy of Education EDUC42830


Students are required to source their own school placement in Year One.
Please note that your place on the programme is contingent on securing a suitable school placement.

Application date

The following entry routes are available:

* Courses will remain open until such time as all places have been filled, therefore early application is advised

Applicants must register with the Postgraduate Applications Centre,, and apply online via their website. The final closing date for applications is February 17, 2017.

Enrolment and start dates

Next Intake: 2017/2018 September.

* Courses will remain open until such time as all places have been filled, therefore early application is advised.

Remember to mention gradireland when contacting institutions!