Academic Year 2020/2021
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.
Curricular information is subject to change.
Who should apply?
Full Time option suitable for:
Domestic(EEA) applicants: Yes
International (Non EEA) applicants currently residing outside of the EEA Region. No
UCD School of Education is currently offering the following methodology subjects within the PME September 2018 intake.
Modern Languages (French, German, Spanish and Italian)
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;
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-chool 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.