Transforming Education, Transforming Lives
We offer a range of taught and research programmes to doctoral and masters level and have a distinguished record in providing continuing professional development. The Institute courses are delivered in a context characterised by innovation and development, scholarship, research and excellence in teaching and learning. Embedded in our programmes is a deep commitment to equity, social justice and inclusion. Students who undertake our courses will have a formative impact on development within schools, workplaces and the broader education community. We see this as both a responsibility and a privilege, and work hard to ensure that our programmes meet your needs.
Initial Teacher Education
The Professional Master of Education (Primary Teaching) (PMEP) programme equips students with the principles, curriculum knowledge and pedagogical understanding with which to begin their teaching careers as competent and committed professionals. The programme is responsive to the changing contexts of primary education, offering student teachers opportunities to engage critically with the interface between society and education.
As with any professional course, the Professional Master of Education is intensive and requires a considerable commitment from students. It is also a rewarding and interesting experience and you will find that you have been comprehensively prepared for your teaching career.
The Professional Master of Education (Post Primary) is a full-time teacher education qualification delivered through evening and flexible learning modes for those who meet the Teaching Council's Curricular Subject Requirements for at least one subject and wish to become a teacher in a post primary school.
The PME programme in DCU provides graduates with the knowledge and skills required for twenty first century classrooms. The programme prepares teachers to respond to current curricular developments at second level and promotes teacher autonomy and collegiality in the design, delivery and assessment of curriculum. A wide range of teaching strategies and methodologies are used to encourage an equitable, student-centred and creative approach to teaching and learning.
Certificate and Diploma
The part-time Certificate in Religious Studies prepares primary teachers to teach in Catholic schools in accordance with the requirements of the Council for Catechetics of the Irish Episcopal Conference. In making appointments, Catholic school management boards will normally require the CRS as a condition of employment. As well as being recognised as a qualification to teach Religious Education in Irish Catholic primary schools,the CRS is also accepted by some of the Catholic elementary school systems in the UK, North America and Australia.
This programme is for Primary, Post-Primary and Special School teachers who currently hold a post funded by the Department of Education and who will be working with autistic students for the duration of the Programme in recognised Primary, Post-Primary and Special Schools. The programme is designed specifically to assist teachers in meeting the learning and teaching needs of autistic students. Potential applicants must therefore have a teaching role in relation to autistic students.
Funding is provided by the DE and no fee or registration charges will apply for successful applicants. Teachers will continue to receive their salary in the usual way and substitution will be covered. Graduates of this Certificate may be eligible to progress onto the self-funded MEd in Autism.
This 1.5 year part-time programme is recognised by the DE* and the Institute of Guidance Counsellors (IGC) for professional practice as a guidance counsellor. The programme offers initial education and training in the knowledge, skills and attitudes necessary for practice in the interrelated areas of personal, education and career guidance counselling. A key element of the programme is the strong emphasis on reflective practice and personal growth facilitated by personal counselling, placement practice experience and professional supervision to support and enable personal and professional development.
The programme is open to primary and post-primary teachers who are employed in a position that is funded by the Department of Education and who provide Special Education Teaching in recognised primary schools, post-primary schools, and in other recognised educational services. Teachers serving in special schools and special classes are also eligible to apply.
The programme provides a qualification that is recognised by the Department of Education for teachers working in the areas of inclusive education, special education and learning support who work in the following roles: Special Education Teacher, Teacher in a Special School, Teacher in a Special Class.
The Graduate Diploma in Social, Personal and Health Education and Relationships and Sexuality Education SPHE/RSE, the first of its kind in an Irish context, is funded by the Department of Education (DE) under an initiative to provide pathways for progression for post-primary teachers and to build capacity and leadership within the teaching profession in relation to the teaching of SPHE/RSE. This innovative, one-year, part-time NFQ Level 9 post-graduate programme of continuing teacher professional development is specifically designed to upskill and enable registered post-primary teachers to acquire, develop and advance their core competencies in the teaching of SPHE/RSE at Junior and Senior Cycle levels. The programme purposely incorporates three areas of professional learning, namely; personal development, skills and knowledge. Alongside the development of specialist subject knowledge, a focus on teachers’ own personal development and on the development of a skills-set needed for the SPHE/RSE classroom are key components of this programme.
Ireland's ratification of the United Nations Convention on the Rights of Persons with Disabilities has increased expectations around the creation of more inclusive schools and systems. In addition, the Teaching Council has identified Inclusion as a key learning area in Cosán - Framework for Teachers' Learning. The Professional Diploma in Inclusive and Special Education (ISE) has been developed by DCU to support teachers to meet the needs of all learners in an inclusive classroom. This fully online programme provides continuing professional development in a structured and sustained way at convenient times, in an easily accessible manner regardless of location, to support the practical application of skills learned at classroom level. It is a Level 9 programme on the National Framework of Qualifications (NFQ).
This programme aims to offer professional development to individual teachers in the area of multi-denominational and ethical education. It also aims to create a community of learners who will communicate and collaborate with each other in support of the teaching and learning of pupils from a multi-denominational and ethical perspective in schools.
The MA in Chaplaincy Studies and Pastoral Work course provides the academic, pastoral, spiritual, personal and professional development for those already working or wishing to work in the contexts below who seek to enrich their skills in the areas of Faith Development, Chaplaincy and Chaplaincy Coordination.
- Primary Schools
- Post-Primary Schools
- Third Level Institutes
- Prisons / Young Offenders
- Parish Communities
- Youth and Young Adult Groups
- Community / Voluntary Sector
The Master of Education is designed for educators who wish to pursue in-depth study in education for both professional and personal development. This programme combines educational theory and applied studies to assist learners in the development of up-to-date knowledge in a chosen area of specialisation and beyond. The programme incorporates current educational thinking and the most effective pedagogical practices within a wide range of contemporary educational issues.
The Masters of Education in Autism (MEdA) is a unique, part-time, two year programme focussing on the needs of educators working with autistic children and young people. A blended format is used to make it accessible and sustainable for practicing teachers from primary, post-primary or special schools, and from other recognised educational centres.
Delivered at DCU, the world’s first Autism Friendly University, this course has a practical aspect focussing on developing expertise among graduates in supporting autistic young people.
There has been a rapid increase in the number of autistic pupils in the education system in recent years, with the NCSE (2015) reporting a total of 14,000 autistic pupils in the education system. Developing expertise and whole school understanding regarding the educational needs of pupils on the autism spectrum is, therefore, of essential importance.
There are a number of fee scholarships available for entrants to the Master of Education in Autism each year.
Graduates of two DCU accredited postgraduate qualifications may be considered to enter the 2nd year of the MEdA. These are Graduate Certificate in the Education of Pupils on the Autism Spectrum (GCEAS) and the Graduate Diploma in Inclusive and Special Education (GDISE).
The Master of Education in Early Childhood Education incorporates current educational research and theory and the most effective pedagogical practices within a wide range of contemporary educational issues. The programme is designed for early childhood educators, primary teachers and professionals to work together to enhance the learning and development of children from birth to six years, across the full diversity of early childhood settings and the early years of primary school in Ireland. It provides post-graduate professional development for those who wish to acquire advanced knowledge and extend their expertise in early childhood education in relation to research, policy and practice to become agents of change and leaders, with a deeper understanding of a range of multidisciplinary and transdisciplinary perspectives on babies, toddlers, and young children’s learning and development.
This two-year, part-time post-graduate programme would be of interest to professionals who have a desire to lead early childhood education through innovative practice and research, in particular, those who have a minimum of a Level 8 award and two years’ experience in setting(s) supporting children from birth to six years:
- Early childhood educators working with babies, toddlers and/or young children
- Teachers working with children in Early Start units and the early years (junior and senior infants) of primary school in Ireland
- Personnel involved in mentoring, inspecting and/or the leadership and management of early childhood settings and advocacy
- Professionals who wish to acquire advanced knowledge, skill and expertise in early childhood education in relation to research, policy and practice
The Master of Education in Literacy Professional Practice is designed for classroom teachers who are seeking to develop deep expertise in literacy theory, research and evidence-based practices. The programme of study draws on a wide variety of theoretical models and processes, perspectives, instructional models, curricular frameworks, and policies in relation to literacy. It reflects the competences, knowledge and professional skills identified by the International Literacy Association. The course provides opportunities for participants to develop the capacity to critically analyse, synthesise, evaluate and reflect on this body of knowledge and to use it to design and implement developmentally appropriate and engaging reading and writing workshops that develop children as readers, writers and thinkers. In addition to international research, examples of practices and professional development processes developed nationally in the Write to Read Literacy Project and the Séideán Sí Programme will also be shared. Opportunities will be presented to participants throughout the course to focus on Literacy Professional Practice in the Irish language if they wish to do so.
Throughout the programme of study there is a particular emphasis on preparing participants to take on leadership roles in literacy, to promote schools as collaborative learning environments that support teachers as critical and creative literacy practitioners and to lead schools in developing a responsive evidence-based comprehensive balanced literacy framework for the inclusive primary school and classroom. The programme addresses five key areas of knowledge and practice:
- Theoretical perspectives underpinning literacy development and instructional models to develop the creative, aesthetic and affective dimensions of literacy as well as essential skills (alphabetics, vocabulary, fluency, comprehension and writing)
- Disciplinary knowledge and practice and perspectives on developing literacy in both English and Irish across the curriculum
- Prevention and early intervention of literacy difficulties to meet the literacy needs of children in diverse contexts
- An inquiry stance to literacy planning, teaching, learning and assessment and research skills required to engage in inquiry into aspects of literacy teaching of both personal and/or school context relevance
- Literacy leadership skills to support schools in developing effective and culturally responsive whole school approaches to literacy
Dyslexia affects one in 10 students in Ireland. In this course, the only one of its kind in Ireland, you’ll learn best-practice teaching strategies for students with literacy difficulties. You’ll also come to understand how to assess people for dyslexia.
The part-time course is centred around three core areas: understanding the development of language and literacy learning; identifying and assessing specific learning difficulties and dyslexia; and managing curriculum-based interventions and evidence-based practice and support.
Gain skills to work at home or abroad
Throughout your study, you’ll explore the current conceptualisation of dyslexia and basic psychometrics concepts. You’ll also learn how to complete literacy assessments in reading, writing and spelling, and how to create a personalised support and intervention programme.
The programme is accredited by the British Dyslexia Association (BDA), and you’ll be eligible for internationally-recognised associate membership of the BDA (AMBDA) on completion of the course. You’ll also be awarded an Assessment Practising Certificate.
As a graduate, you’ll be sought after for roles in dyslexia assessment and specialist teaching at home and abroad, as well as disability support positions at third-level institutions.
The Masters in Special Educational Needs (MSEN) is a blended programme open to qualified experienced teachers working in primary and post-primary schools, in special schools or classes or in other recognised educational centres. The aim of the programme is to develop teachers' knowledge and skills in analysing, critiquing and applying research literature in the area of special and inclusive education and in carrying out research relevant to children and young people with learning difficulties, additional support, or special educational needs.
Applicants must have successfully completed a recognised 60 credit postgraduate diploma programme of continuing professional development for teachers involved in learning support, inclusive or special education. Selection criteria may apply to all candidates.
A qualification of Masters in Special Educational Needs will be awarded to successful course participants by Dublin City University.
The MSc in Education and Training Management (eLearning) has been designed to meet the needs of participants from the widely varying fields of Education (primary, post-primary, further, higher and adult education), Industry, Health, Community, Creative Arts, NGOs, Governmental Departments and State Agencies.
Over the course of the programme you will:
- Explore the effective use of collaborative tools and digital technologies for learning.
- Creatively use multimedia authoring tools and methods for creating learning content and online learning courses to enhance workplace practice.
- Reflect on your professional practice and be aware of the values that shape your practice.
- Engage in action research which involves investigating your own practice or a situation with the intent to bring about a change or improvement.
- Examine philosophies of education, theories of learning, developments in neuroscience, and culture and organisations
Participants come from all levels of the education system (primary, post-primary, adult and community, and third level) as well as from industry, the health sector, state agencies, and community organizations.
Using a combination of blended and face-to-face sessions structured to support achievement for students undertaking Masters level study while balancing work and family commitments, this programme offers the opportunity to:
Through the course of the programme participants explore the theories of organisational management and leadership, organisational decision making and the psychology of organisational behaviour, change management and culture in organisations.
You learn the key dimensions of the recruitment, selection and retention of human resources.
Gain knowledge and skills in research, culminating in the opportunity to complete a research project of relevance in your own workplace setting.
The M.Sc. in Guidance Counselling is a two year part-time programme recognised by the DES and the Institute of Guidance Counsellors (IGC) for professional practice as a guidance counsellor. The programme offers initial education and training in the knowledge, skills and attitudes necessary for practice in the interrelated areas of personal, education and career guidance counselling. A key element of the programme is the strong emphasis on reflective practice and personal growth facilitated by personal counselling, placement practice experience and professional supervision to support and enable personal and professional development.