Postgraduate Programmes | IoE
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
This programme equips students with the principles, curriculum knowledge and pedagogical understanding with which to begin their teaching careers as competent 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.
Course Information » PAC Code DC970
The Professional Master of Education (Post Primary) is a full-time teacher education qualification delivered through evening and flexible learning modes for those who hold an approved undergraduate degree 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 aim of the programme is to equip teachers with the necessary knowledge and skills to teach religious education in Catholic primary schools. Boards of Management in Catholic primary schools will normally require a qualification to teach Religious Education. The Certificate in Religious Studies (CRS) fulfils this condition of employment. As well as being a recognised qualification in Ireland, the CRS is also accepted by most Catholic elementary school in the UK, North America and Australia.
|22-23-24 Aug 16||Summer Programme*, Face-to Face and online content||Religious Education 1 and Christian Foundations|
|Oct/Nov 16||Online||Liturgy and Sacraments|
|Feb/Mar 17||Online||Moral Theology|
|21-22-23 Aug 17||Summer Programme*, Face-to Face and online content||Religious Education 2 and Creed and Trinity|
*EPV days normally apply (subject to DES sanction)
The philosophy underlying the Graduate Certificate/Diploma is embodied in the overall aim of the course:
to develop the knowledge, skills and expertise of teachers thus enhancing the provision of appropriate education for children and young people with special educational needs. This is a one-year, part-time programme consisting of three modules, delivered through distance learning modes and on-site learning at St Patrick’s Campus. The programme is based on participants being released from their schools to attend the course venue for up to three weeks over the academic year. The Distance Learning elements of the course include online lectures and a Discussion Forum. Content of the course will focus specifically on theory and practice related to Autistic Spectrum Disorder.
DES Circular will issue in January giving eligibility criteria and application form.
The closing date for receipt of Applications will be advised on the Circular.
Funding is provided by the DES and no fee or registration charges will apply for eligible 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 Graduate Diploma in Inclusive Education, Learning Support and Special Education and subsequently onto the Masters in Special Educational Needs.
Dublin City University's Institute of Education are delighted, with the support of Donegal ETB and MSLETB to offer our Graduate Diploma in Guidance Counselling as an outreach programme in Sligo. This 1.5 year part-time programme is 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.
Students are selected on the basis of:
- Academic achievement or accredited prior learning.
- Professional experience (three years' full or part time experience in a field broadly related to guidance is desirable).
- Capacity to demonstrate at interview a vision and understanding of the role of the guidance counsellor, potential as a guidance counsellor to work with clients in response to their personal, educational and career needs and a willingness to commit to the demands of the programme.
The School of Inclusive and Special Education offer a Graduate Diploma in Inclusive, Learning Support and Special Education. It runs from September to June and involves a blended model of delivery incorporating block release from school/centre for eight weeks, on-line learning and attendance on four Saturdays during the year. In order to participate in the programme, teachers will need access to a computer and broadband internet access. Particular expertise has been developed within the programme that relates to the inclusion of students in primary, post-primary and special schools (for example, those with severe and profound general learning disability) and other education centres.
Funding is provided by the DES and no fee or registration charges will apply for eligible applicants. Teachers will continue to receive their salary in the usual way and substitution will be covered. Those who successfully complete the Post-Graduate Diploma, and who meet entry requirements, are eligible to seek admission to the Masters in Special Educational Needs.
|Principles and concepts of inclusive and special education|
|Assessment, profiling and planning|
|Teaching, planning and learning for all|
|Learner identity and educational implications|
|Collaboration and leadership|
|Reflective practice and enquiry|
|Choice of elective modules|
Delivery of the Programme
The course is a one-year, part-time postgraduate diploma programme delivered in a blended model eight weeks of block-release during the academic year at the course venue, four Saturdays of face-to-face tuition and online learning.
Provisional Calendar for 2019-2020
The programme will include three sets of block release from your school/centre during the year:
Lecture Blocks - Provisional
- Block 1: Monday 23rd September to Friday 18th October
- Block 2: Thursday 23rd January to Friday 7th February
- Block 3: Wednesday 18th March to Friday 27th March
Saturdays: 16th November 2019, 7th December 2019, 8th February 2020 & 7th March 2020.
In addition, there will be some live, online classes, further details of which will be made available throughout the programme.
The Professional Certificate/Diploma in Special and Inclusive Education is designed to equip mainstream teachers to respond effectively to the diverse needs of pupils in today’s inclusive schools and classrooms. Serving the needs of pupils with diverse special educational needs is now the responsibility of all teachers and all schools and no longer the sole remit of specialist teachers. This flexible online course facilitates access regardless of geographical or other constraints. Having completed a foundation module on special and inclusive education, teachers will then choose from a range of specialist elective modules, which includes topics such as Understanding Autism: Effective Management and Teaching Strategies, Dyslexia, Mild General Learning Disabilities and Challenging Behaviour.
Course Information » PAC Code DC841(Sept) / DC842(Jan) | Frequently Asked Questions
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 above contexts who seek to enrich their skills in the areas of Faith Development, Chaplaincy and Chaplaincy Coordination.
Course Information » PAC Code DC980 (Full-time) | DC981 (Part-time)
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 offers the opportunity to educators to expand their knowledge within a special option. It combines educational theory and applied studies and assists 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 key focus of the programme is that it offers students an opportunity to develop expertise in a chosen field, to critically reflect on your own practice and thinking, while also engaging with educational research and theory. The on-going commitment is to provide our students with the highest academic standards in teaching, learning and research, while supporting and fostering differing learning styles and needs.
The MEd is a two year part time programme. In the first year students undertake three core modules and three modules in their chosen special option, In the second year of the programme students undertake a thesis with the support of a supervising tutor.
This Master’s degree with an option in Literacy Education is designed to expand the knowledge and skill base of those with an interest in literacy policy, theory, research and practice. It is particularly suitable for primary and second level teachers who wish to develop their understanding of issues relating to literacy at theoretical and practical levels including word-level processes, comprehension, writing, digital and multimodal literacies, prevention and early intervention of literacy difficulties, and addressing literacy in diverse contexts. The course includes an emphasis on conducting research in literacy learning and on preparing teachers to use research-based teaching methods to improve the quality of their teaching. The course also encourages students to become literacy leaders in their schools and school systems.
Module 1: Literacy in the Early Years
This module focuses on literacy in the early years of primary school. The foundations of early literacy are explored from theoretical perspectives and a range of models and processes examined. How these perspectives influence classroom instructional models is also an important element. Key components of high quality early literacy programmes and the essential skills and strategies to be developed in these programmes are also analysed. How teachers may help children develop into lifelong readers, writers, thinkers and communicators is a key consideration as is developing the agency and creativity of the child
Module 2: Literacy at Upper-Primary and Lower-Secondary Levels
This module focuses on literacy in upper-primary and lower-secondary schooling. It covers both theory and practice in reading, writing and communication. Both ‘traditional’ and ‘new literacies’ are considered, and links are established between the two. The critical role of assessment in effective teaching and learning is examined. Special attention is paid to the understanding the needs of English language learners.
Module 3: The Changing Contexts of Schools: Promoting Equity and Access
This module focuses on prevention, early intervention, and remediation of literacy difficulties. It seeks to build on students’ understanding of the processes underpinning reading, writing and communication, and on their understanding of research methodology, by providing opportunities to examine and evaluate early intervention and support programmes. Particular attention is paid to addressing the literacy needs of pupils with specific learning disabilities/dyslexia, and those attending school in economically-disadvantaged communities. Finally, how schools may become agents of change and promote collaborative environments that support teachers as creative and critical practitioners is examined.
Co-ordinator: Dr Eithne Kennedy
The MEd special option provides three complementary perspectives on teaching and learning that enable practitioners to gain a deeper understanding of their everyday work in schools. First, the sociological lens prompts teachers to consider the issues presented to them in their classroom that may be within or outside their locus of control. Psychology provides the second avenue to teaching and learning, and addresses how teachers may apply psychological theories to implement transformational strategies in their classrooms and schools. Finally, the module on teacher identity requires teachers to consider how their personal experiences, relationships and societal influences shape who they are and consequently, how they teach.
Co-ordinator : Dr Regina Murphy
MEd in Educational Leadership is for teachers at all levels who seek, or are currently in, leadership roles. This course offers participants the opportunity to undertake a general study of the theory and practice of educational leadership. The course aims at enabling participants to understand and critique theories and practices of educational leadership in light of both current research and professional experience. The integration of theory and practice is fundamental to the course. Students will study three modules in educational leadership: Unpacking Leadership and Management in Education; Leading Learning in Schools and Leading in an Age of Accountability: Exploring Policy and Practice.
Co-ordinator: Professor Catherine Furlong
Module 1: Theory to Practice in Physical Education
This module is designed to support students to develop deep expertise in theory of physical education. Examination of why teachers teach the way they do will draw participants towards examining teacher beliefs and theories of socialisation. Curriculum and instructional models will be explored as students strive to enhance their teaching of physical education. Exploration of best practice including pedagogies, strategies and approaches related to teaching particular elements of programmes of physical education for primary school children will provide participants with practical opportunities to build on their experience of teaching physical education. Assessment of children’s achievements in physical education will form a key area of the exploration of best practice informed by the growing body of literature related to assessment in physical education and underpinned by the use of digital technology.
Module 2: Fundamental Movement Skills, Physical Literacy and Beyond
Current thinking related to the development of physical literacy of children will be investigated. Developmentally appropriate activities will be explored in the context of creating an environment for participation that promotes development and application of skills as well as the joy of movement. Skill analysis using a variety of formats will be undertaken as well as programme planning catering for all children. This module will prompt students to reflect on how physical education meets affective and cognitive aspects of child development also.
Module 3: Health, Wellbeing and Physical Education moving forward
Current issues in physical education will be examined including children’s participation in physical activity and physically active play. A key focus of this module will be to help teachers to support children to make connections between their learning in physical education and their wider participation in physical activity. Participants will examine how they might increase physical activity levels within the physical education lesson and within the school day. The role of physical education within outdoor learning will be explored. There will be a focus on using outdoor environments to explore the variety of opportunities for learning within physical education that they offer.
Co-ordinator: Dr Frances Murphy
The Masters of Education in Autism (MEdA) is a unique, part-time, blended, two-year programme focusing on the needs of educators working with children and young people with autism. Open to educators working in primary and post-primary schools, in special schools, classes or in other recognised educational centres, this part-time course is delivered in a blended format to make it accessible and sustainable for practicing teachers working in schools.
- Learners will develop a deep understanding regarding the strengths and profiles of pupils with autism, with an understanding of the role of whole school approaches in supporting inclusive education.
- Gain practical support and expert guidance in using assessment to inform accurate pupil profiles and facilitate individualised planning to support inclusive education.
- Learners will master a range of relevant research methods and complete a level 9 dissertation.
- Fee scholarships available for entrants and graduates of relevant postgraduate qualifications may be considered to enter the 2nd year.
The Master of Education in Early Childhood Education is a two-year part time taught programme for educators who wish to pursue in-depth study in education for both professional and personal development. The programme is designed for those working to enhance children's learning and development, in the age range from birth to six years across the full diversity of early childhood settings, including the early years of primary school. 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 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 (including the New Primary Language Curriculum), and policies in relation to literacy. 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 within the inclusive primary school and classroom. 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.
There is a particular emphasis on preparing participants to take on leadership roles in literacy, on developing participants’ capacity to evaluate school plans for literacy and to lead literacy planning and professional development within schools.
- Theoretical perspectives underpinning literacy development and instructional models to develop the cognitive, creative, aesthetic and affective dimensions of literacy in L1 and L2 (opportunities to focus on literacy trí Ghaeilge for participants who wish to)
- Modules on disciplinary knowledge, practice and perspectives on developing literacy across the curriculum
- Prevention and early intervention of literacy difficulties
- Development of literacy leadership skills to support schools in developing effective and culturally responsive whole school approaches to literacy
- A focus on an inquiry stance to literacy planning, teaching, learning and assessment and research skills required to engage in inquiry
- Research-to -practice Professional Portfolio (PPP) in Year 2.
- Face-to-face: Friday evening/Saturdays (approximately one weekend per month)
- Blended/online: one module (research methods)
- Dr. Eithne Kennedy: Eithne.firstname.lastname@example.org (Programme director)
The Master of Education in Specific Learning Difficulties (Dyslexia) provides teachers with a high-quality level of professional knowledge and understanding, which enables them to teach students with dyslexia as well as carry out assessments for students who have a specific reading or writing difficulty and may have dyslexia. On completion of course requirements, students are also eligible for associate membership of the British Dyslexia Association (AMBDA). The programme addresses three core areas of knowledge and practice:
- understanding the development of language and literacy learning
- identifying and assessing specific learning difficulties/dyslexia
- managing curriculum-based interventions and evidence-based practice and support.
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. Applicants must already have completed a recognised postgraduate diploma programme of continuing professional development for teachers involved in learning support, inclusive or special education. 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 or special educational needs.
The MSc. in Education and Training Management (eLearning) is a two-year part-time programme. Current participants on the programme are drawn from the widely varying fields of education (primary, post-primary, third level, adult education), corporate training, industry, health, professional organisations, NGO's, government departments and state agencies.
Previous participants, who took part in a recent programme survey, highlighted the safe and collaborative learning environment; a supportive structure enabled participants to flourish creatively and become leaders of change in their organisations. The practical and student-centered approach to learning was also revealed insofar as the course is tailored to meet practitioners' needs in the workplace.
Return on Investment
Past graduates have highlighted the following benefits:
- Career development i.e. promotions or opening up of new career opportunities
- Application of multi-media and digital skills
- Specialist knowledge: theories of learning, philosophy, implications of brain research to learning, instructional design, change management, reflective practice and computational thinking
- Personal development i.e. increased confidence and sense of well-being
Participants are invited to participate in the research activities organised by the International Centre for Innovation and Workplace Learning.
The Institute offers the two-year part-time M.Sc. in Education and Training Management Leadership programme. . It is suitable for those working as, or aspiring to be, leaders in education and training contexts. In the current context the strategic leadership of education and training will be vital to the economic and social goals that have been established for Ireland. Current participants on the programme are drawn from the widely varying fields of education (primary, post-primary, third level, adult education), corporate training, industry, nursing, government departments and other state agencies.
Course Information » PAC Code DC900
The overall aim of the M.Sc. in Guidance Counselling two year part-time programme is to provide students with a standard of excellence in the knowledge, skills and understanding necessary for practice in the field of personal, education and career guidance and counselling. This professional programme will suit those already working indirectly in these three areas, without a recognised qualification and those seeking to establish a career and therefore need to undergo initial education and training. Students come from a diverse range of backgrounds, including second level teaching, adult education and HR.
Course Information » PAC Code DC906