MASTER OF ARTS IN EDUCATION (M.A.Ed.)

The broad aim of the Master of Arts in Education is to prepare a more able, efficient, internationally oriented, skilled teaching force. The programme aims at equipping teachers with necessary knowledge and skills, as well as inculcate continuing education mindset to enable them to:

  • Engage in best practices to maximize learning outcomes.
  • Employ sound educational theories and principles in day-to-day teaching and related tasks.
  • Provide creative and flexible opportunity for teachers who are busy, but nevertheless wish to gain an internationally recognized teaching credential to further boost their professional careers in education.
  • Contribute to the overall quality of education by becoming professionally attuned to a wide range of effective educational practices, by identifying and discarding those that are not effective.
  • Be part of a bigger group of professional teacher network that makes up a constructive community of learners aimed at advancing the cause of good education for all, locally and internationally.

PROGRAMME OUTCOMES

The programme structure enables students to acquire the following knowledge and transferable skills:

  • Develop a comprehensive understanding of educational and psychological theories, principles and concepts that directly or indirectly affect teaching and learning.
  • Critically analyse and verify the application of such theories, principles and concepts in one’s own day-to-day teaching practices.
  • Construct models and plan strategies aimed at improving curriculum delivery Employ assessment techniques that are in alignment with teaching approaches and pedagogic soundness.
  • Develop a sound educational philosophy that would be reflected in every thought- pattern, action plan and execution of lessons.
  • Evaluate contemporary educational ideas and practices and critically examine their relevance, appropriateness, and benefit to improving student learning and achievement.
  • Embrace, practice and advocate for educational best practices that maximize teacher satisfaction and students’ success in learning.

LEARNING MODE

Blended Learning or Distance Learning.

ENTRY REQUIREMENTS

  • Recognized Bachelor Degree in any field.
  • Sufficient English language proficiency (IELTS 6.0 or its equivalent).
  • At least 3 years of working experience as a professional teacher.

Note: Mature & high potential candidates without a degree could be considered on a case-by-case basis.

GRADING SCHEME

EIU-Paris follows European Credit Transfer and Accumulation System (ECTS academic credits scheme). The ECTS credit system makes degree programmes and student performance more transparent and comparable all across European Union countries.

M.A.Ed. Grading Scheme:
Each M.A.Ed. programme consists of 7 core modules and an Action Research paper.
Each of the 7 modules and action research paper carries 7.5 ECTS (7.5*8 = 60 ECTS) making the total ECTS for M.A.Ed. Programme 60.
Before the evaluation, the results are divided into two subgroups: Pass and Fail.
The grading system is defined as follows:

Pass:
Higher Distinction : 90-100%
Distinction : 80-89%
First Division : 70-79%
Second Division : 60-69%
Satisfactory : 50-59%
Fail:
Unsatisfactory : 49 % and below.

7 CORE MODULES + 1 ACTION RESEARCH PAPER

  • EDUC510: EDUCATIONAL PHILOSOPHIES: AN OVERVIEW (7.5 ECTS)
    To introduce students to the broad philosophical ideas of education in classical times and to review the reception of these ideas for today’s classroom, such as idealism, realism, neo-scholasticism, perennialism, essentialism, futurism, re-constructionism, existentialism, humanism, pragmatism, progressivism, and behaviorism; to help students to understand how education has evolved and developed over the years beginning from the 19th century industrial revolution era up until today’s scientific and information technological era.
  • EDUC520: CURRICULUM & INSTRUCTION PLANNING & DEVELOPMENT (7.5 ECTS)
    A survey of curriculum theories including theories pertaining curriculum planning and development, curriculum implementation and curriculum evaluation models: an overview of curricular frameworks as processes and plans embodying particular views of the role of education at philosophical, policy and practical level; relating these perspectives to international trends in curriculum constructs; contextualizing curriculum stances and student needs; the role and purposes of assessment in curriculum plans and designs.
  • EDUC530: DIMENSIONS OF LEARNING: APPLICATION IN CLASSROOM (7.5 ECTS)
    This course focuses on enhancing student teachers’ capacity to understand and plan for active learning in classrooms. The course is taught in two 12 hour sessions. The course will address class management; developing a community of learners (e.g. group work; cognitive strategy instruction), approaches to learning (cognitive and socio-cultural theories); and literacy across the curriculum. It would also address effective teaching and learning including active learning, constructivism, multiple intelligences, teaching and learning styles, classroom planning, interaction, differentiation and assessment.
  • EDUC540: ASSESSMENT IN EDUCATION: MEASUREMENT & EVALUATION (7.5 ECTS)
    This course provides comprehensive definitions of test, measurement, evaluation and assessment, as well as roles of measurement and evaluation in education. Also, the interrelationship among evaluation, evaluation tools, and assessment techniques is explained. Students will evaluate and use appropriate tests in pupil diagnosis and attainment, interpret and apply tests results in appropriate teaching strategies. Taxonomy of educational objectives is also explained, laying emphasis on the cognitive and psychomotor domains.
  • EDUC550: PSYCHOLOGY OF LEARNING: LESSONS FROM COGNITIVE PSYCHOLOGY (7.5 ECTS)
    This course deals on the theories and principles in educational psychology and applications to the problems of education in a variety of educational settings, applications to curriculum, teaching and learning; theories of human development; cognitive and constructive view of learning; behavioural and social cognitive perspective of learning. It examines the theoretical and applied aspects of learning motivation, personality, classroom management, culture and evaluation of learning outcomes.
  • EDUC560: EDUCATIONAL TECHNOLOGY: THE 21ST CENTURY CLASSROOM (7.5 ECTS)
    Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Our education institutions should be incubators of exploration and invention. Educators should be collaborators in learning, seeking new knowledge and constantly acquiring new skills alongside their students. Education leaders should set a vision for creating learning experiences that provide the right tools and supports for all learners to thrive.
  • EDUC570: CLASSROOM DYNAMICS AND BEHAVIOR MANAGEMENT (7.5 ECTS)
    Exposing students of the range of theories and practices related to the management, motivation and maintenance of professional control involved in the education of children and adolescents. Emphasis will be placed on the essential need to create a suitable learning environment that is appropriate to the specific context of practice; Examination of the regulation of behaviour through the application of principles and theories of learning and motivation; Emphasis on behavioural management that results in optimum learning and development through the various stages of life. The course includes a focus on the application of behaviour management for classroom control and supervision.

ACTION RESEARCH PAPER

  • EDUC580: EDUCATIONAL RESEARCH: DESIGNS AND PROCEDURES (7.5 ECTS)
    This course will specifically place greater emphasis on and introduce students to action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals of action research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out.

ACTION RESEARCH PAPER

ACTION RESEARCH PAPER
This requirement of the M.A.Ed. programme will enable the student to prepare a research paper that applies education concepts and research techniques to a significant teaching related issue or problem. This course will specifically place greater emphasis on and introduce students to action research, a form of self-reflective systematic inquiry by practitioners on their own practice. The goals of action research are the improvement of practice, a better understanding of that practice, and an improvement in the situation in which the practice is carried out.

After completing the action research the student should be able to:

  1. Describe the major steps involved in conducting a research study.
  2. Define and state the major characteristics of a variety of research approaches.
  3. Describe each of the components of a research plan.
  4. State the purposes, characteristics, and strategies of qualitative and quantitative research.
  5. Identify strategies for finding and selecting research participants.
  6. State strategies to enhance the validity of collected data.
  7. Describe processes involved in analyzing, interpreting, and reporting data.
  8. Carry out full-fledged action research and write a report on the findings of their investigation.

DURATION

12 months

DEGREE AWARDED

Upon successful completion of all the requirements of our higher education programmes, our learners would receive NATIONALLY RECOGNIZED* and INTERNATIONALLY ACCREDITED** University qualifications.

MASTER OF ARTS IN EDUCATION (M.A.Ed.)

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