Master of Education (M Ed) with Specialisms

This specialism allows students opportunities to engage theoretically and practically with contemporary music education. Through reflective and reflexive inquiry, students will value and critically position themselves in relation to current trends and issues within music education. Students will encounter a variety of music education teaching and learning theories, covering topics such as philosophy, sociology and psychology of music education, music making for wellbeing, musical creativity, music performance, music education in schools and communities, inclusive music education, intercultural music education, and informal learning.

Modules delivered on this programme are: 

• Contemporary Trends and Issues in Music Education
• Foundations of Music Education and Practicum

This specialism is intended for teachers and educators who want to develop their skills as they critique, investigate, and disseminate new approaches to STEM education and become STEM leaders in their workplaces. The variety of experiences provided in the programme will build competency and knowledge in STEM education-related research and will be framed within a primary education context. It will be delivered predominantly blended learning.

Modules delivered on this programme are: 

• Key Paradigms in STEM Education
• Critical Perspectives and Policy in STEM
• Expanding the Boundaries of STEM

This specialism will provide an opportunity for advanced study in the foundations, pedagogies, critical perspectives, contemporary issues and research in the field of religious education; enabling participants to reflect critically and creatively on the application of these insights to a variety of educational contexts.

Modules delivered on this programme are: 

• Religious Education: Approaches, Policy and Contexts
• Religious Education and the Search for God
• Religious Education and Inter-Belief Dialogue

This specialism aims to support teachers understanding and use of experiential and transformative pedagogical approaches to sustainability issues - including climate change, citizenship, social and local studies and geo-literacy as a strategy for teaching education for global citizenship. There will be a strong emphasis on proactive practical activities which can be adopted in schools through the framework of a pedagogy of hope.

Modules delivered on this programme are: 

• Education for Sustainability, Outdoor Learning and Climate Justice
• Children’s Agency as Local Citizens – Creative Approaches for Teaching Local History
• Geo-literacy: Use of Children’s Literature for Promoting Education for Global Citizenship

This specialism will encourage participants to critically analyse the concept of wellbeing through a variety of lenses and examine the attendant implications for education policy and practice. Various definitions and approaches to wellbeing will be examined in this module with a view to demonstrating the complexity of the concept and enabling participants to address the concept in a reflective manner in their everyday practice. The importance of Teacher Wellbeing will be emphasised as central to the reflective process. Participants will also explore leadership styles and the skills pertinent to effective leadership.

Modules delivered on this programme are: 

• Critical Analysis and Reflection on Wellbeing 1
• Critical Analysis and Reflection on Wellbeing 2
• Leadership of  Wellbeing in Education

The specialism will focus on teachers’ capacity to address and respond to a range of language learning needs/competencies through an examination of effective language acquisitional, planning and pedagogical practices. Examining the challenges in language education, and enables participants to identify, critically discuss and evaluate how a variety of interrelated best practices may serve as a framework for effective integrated language education in their specific contexts.

Modules delivered on this programme are: 

• Second Language Acquisition and Learning: Theory and Practice
• Bilingual Education and Bilingualism
• Content and Language Integrated Learning: Theory and Practice

This specialism explores how the tools developed in the ‘philosophy for children’ movement can be used by teachers to engage children in the exploration of their relationship to the natural world and to critically examine the premises underpinning ethical problems that arise from a range of global issues, and exploration of problems in applied ethics. Participants will develop the skills needed to identify appropriate philosophical concepts, theories and cases for use in exploring ethical issues in their individual educational contexts. Participants will be supported to develop the skills needed to identify appropriate philosophical concepts, theories and cases for use with children.

Modules delivered on this programme are: 

• Contemporary Issues in Sustainability And Global Citizenship Education: Ethics, Beliefs, Integration And Equality
• Exploring Ethical Issues with Children through Philosophy
• Philosophy with Children: Nurturing Curiosity in the Primary Classroom

In this specialism, students will be introduced to professionals working in the Higher Education Sector who are considered to be at the forefront of best practice in their teaching areas. Experts in the areas of technology and teaching, inclusive teaching, AI and teaching, assessment design, programme design and academic integrity will be brought in to speak to students about how they approach these topics and seek to engage with best practice. Students will engage in a flexible, practice-based approach to enhancing academic practice in higher education and apply contemporary pedagogical approaches.

Modules delivered on this programme are: 

• Enhancing Academic Practice 1
• Surveying the Forefront of High Education Practice
• Enhancing Academic Practice 2

The purpose of this specialism is to develop students’ understanding of the legal foundations of the education system. Such legal foundations form the basis of the statutory framework for education, and teachers’ responsibilities within this framework. Knowledge of this statutory framework and legal rights are reflected in several of the Graduate Teacher Standards in Céim, and is also heavily reflected in the expected knowledge of teachers in the Teaching Council’s Code of Professional Conduct for Teachers. Also will develop students’ understanding of school liability, and the legal standards in which schools are expected to operate.

Modules delivered on this programme are: 

• Legal Foundations of the Education System
• Legal Rights in Education
• School Liability and Teacher Accountability

The specialism provides the foundational skills required to be an instructional leader in educational settings. Students will refine and extend their own instructional repertoire, articulate their understanding of what is meant by instructional expertise and to consider the role of research, both qualitative and qualitative, in guiding instructional decision making. Students will have a scaffolded opportunity to practice their instructional coaching and conferencing skills, reflect on the process and consider the implications for application in their current and future teaching contexts. Students will examine instructional leadership styles and approaches and reflect on their own personal style and approach.

Modules delivered on this programme are: 

• Developing Instructional Intelligence and Expertise
• Coaching, Conferencing and Leading Professional Learning
• Leading Instructional Innovation and Change

The purpose of this specialism aims to familiarise students with the literature on the pivotal role of the environment for young children’s learning and develop their awareness, understanding, and critical appreciation of the environment in their own practice with young children. Allow students’ interrogate the concept of playful pedagogies in order to facilitate the acquisition of the skills necessary to harness the power of integrated playful pedagogies to propel children’s wellbeing and learning in early childhood and primary school settings, as well as the importance of the voice of the child in their educational experience.

Modules delivered on this programme are: 

• Harnessing the Reggio Emilia Concept of the Environment as the Third Teacher to Enrich Young Children’s Learning in Early Childhood and Primary School Settings
• Harnessing the Power of Playful Pedagogies to Propel Young Children’s Learning in Early Childhood and Primary School Contexts
• Harnessing the Power of Voice through Purposeful Engagement Participation to Enrich Young Children’s Learning in Early Childhood and Primary School Settings

The purpose of this specialism is to enable students to develop a deep understanding of teachers’ child protection responsibilities in a primary school. Students will develop a comprehensive understanding of relevant laws that impact child protection work in schools. This includes supporting the student’s capacity to apply knowledge of the constitutional and statutory framework to his/her child protection work in school, developing a deep understanding of the role of schools, and the associated responsibilities within schools, in relation to child protection as prescribed in the Department of Education documentation.

Modules delivered on this programme are: 

• Legal Requirements for Child Protection
• The Role and Responsibilities of Schools in Child Protection
• The Practicalities of Child Protection in Schools

This module will explore the multiple theories and concepts underpinning leadership styles within education and the school setting. contemporary issues and developments in the leadership and management of schools will be explored.

The module builds upon the understanding base that school governance, policies, and procedures, are designed to support the mission of the school and the care and education of the children attending. the module assists current and future school leaders in acquiring the knowledge and skills necessary to ensure that school policies and procedures create a safe and positive learning environment for the entire school community.

The purpose and rationale of this module is to introduce the concept of wellbeing in a variety of educational contexts, including pre-school, primary and post-primary levels. It examines the development of positive cultures across educational settings to support student experiences that promote a sense of belonging and connectedness.

This module will examine some of the core philosophical ideas that have relevance to the epistemologies and ontologies of music education.

The purpose of this module is to provide knowledge and understanding of the fundamental beliefs in the Christian tradition about nature of god, the human person, their relationship to one another, along with the personal and public significance of such a relationship.

This module examines the foundations of religious education and the implications for approaches across a variety of educational contexts.  Educators require foundational knowledge of the theological and philosophical perspectives that underpin pedagogies and approaches to enable them to engage effectively with the multi-faceted nature of religious education and competing and contradictory expectations placed upon it.

This module examines the fundamentals of relevant learning theories, models and frameworks with a specific focus on STEM education. This module will scaffold discourse and critique of educational paradigms with a particular focus on STEM as a holistic discipline.

This module offers students the opportunity to explore current trends and issues in music education through practice and theory during an intensive blended weekend-long summer school. Workshops specifically exploring music technology, community music, ensemble and choral leadership will be followed by a critique and exploration of the practices contained therein.

This module aims to support teachers understanding and use of experiential and transformative pedagogical approaches to sustainability issues - including climate change.  In response to the local and global challenges of climate change and a loss of biodiversity, this module is designed to equip teachers with the theoretical and pedagogical understanding of education for sustainability, outdoor learning and climate justice.

This module encourages participants to critically analyse the concept of wellbeing through a variety of lenses and examine the attendant implications for education policy and practice. 

In this module, emphasis is placed on second language acquisition and development in diverse educational contexts. The module will increase teachers’ capacity to address and respond to a range of language learning needs/competencies through an examination of effective language acquisitional, planning and pedagogical practices for all learners.

The module explores how the tools developed in the ‘philosophy for children’ movement can be used by teachers to engage children in the exploration of their relationship to the natural world and to critically examine the premises underpinning ethical problems that arise from a range of global issues.

This module provides learners with a flexible, practice-based approach to enhancing academic practice in higher education. The module introduces contemporary issues in the teaching and learning landscape in Higher Education.

The purpose of this module is to develop students’ understanding of the legal foundations of the education system. Such legal foundations form the basis of the statutory framework for education, and teachers’ responsibilities within this framework.

The purpose of this module is to explore the theory, research and practice related to a variety of instructional models and methods that can be used across educational contexts. The module is one of three, integral to the Instructional Leadership and Change specialisation, providing the foundational skills required to be an instructional leader in educational settings.

The purpose of this module is to allow students interrogate the concept of the environment as the third teacher through the lens of the Reggio Emilia approach in order to facilitate the acquisition of the skills necessary to influence structural and process quality in early childhood and primary school settings; thereby contributing to the creation of inclusive early childhood experiences for all children.

The purpose of this module is to enable students to develop a deep understanding of teachers’ child protection responsibilities in a primary school. The module will enable students to develop a comprehensive understanding of relevant laws that impact child protection work in schools. This includes supporting the student’s capacity to apply knowledge of the constitutional and statutory framework to his/her child protection work in school.

This module flows from the scholarly and intellectual concerns that were explored in the module foundations of Music Education 1 and explores themes of perception, cognition and creativity in musical practices.

This module allows participants to examine and look critically at what is successful STEM communication.

This module aims to provide educators with an understanding of the history, nature and complexity of belief diversity in Ireland.

The module seeks to assist students in exploring their own spirituality and that of others through conversation, debate and fieldwork activities. This then will inform their practice in the classroom or relevant work environment and their chosen areas of research for their dissertation. 

This module is designed to enhance participants’ appreciation of the multi-faceted factors which contribute to inequality of access and opportunity based on social class, ethnicity and gender, in STEM fields. This module will explore the unequal representation of girls and students from lower socio-economic groups accessing STEM subjects in school.

This module will create a bridge between foundational STEM education at primary and secondary level, and the world of STEM beyond the classroom. It will explore the cross-curricular integration of STEM disciplines in the classroom, using problem and inquiry based learning approaches to more closely align individual STEM skills with higher order independent thinking and problem solving.

The purpose of this module is to provide knowledge and understanding of the fundamental beliefs in the Christian tradition about nature of God, the human person, their relationship to one another, along with the personal and public significance of such a relationship.

This module focuses on the local area as a resource, a site for generating historical understanding and for developing skills which will enable them to work as historians, modelling the work of a professional historian.  By focusing on citizenship, social studies and sustainability, this module is designed to help students to design a local studies programme in history for their school which is relevant, creative and democratic.

This module aims to introduction students to geo-literacy and the use of children’s literature for teaching complex global and justice issues such as climate change, culture, fair trade, gender and equality.

This module will build on learnings from the module ‘Critical Analysis and Reflection on Wellbeing 1’. Along with individual Wellbeing, a specific focus will be placed on societal factors so that participants can understand the contextual issues which impact Wellbeing.

The purpose and rationale of this module is to introduce participants to the concepts of leading wellbeing in an educational setting through an understanding of leadership theories and frameworks.

In this module, current research and relevant publications, up to date reviews of national policy and curriculum developments (e.g. Primary Language Curriculum, 2019; Specification language at post primary cycle) will be reviewed to promote and advance participant understanding of bilingual education, bilingualism and best practice in integrated language learning.

This module places emphasis on striking a balance between cognitive complexity and linguistic demands in content lessons in language, bilingual and immersion education.

This module seeks to prepare teachers to acquaint children with the philosophical tools that enable them to think well about their own thinking on the ethical issues that arise in their lives.

This module draws on these programs, methodologies and research to facilitate teachers to foster children’s philosophical capacity in a way that builds higher order thinking, questioning, speaking and listening skills.

In this module, students will be introduced to professionals working in the Higher Education Sector who are considered to be at the forefront of best practice in their teaching areas. Students will be encouraged to reflect on how these different approaches to best practice in Higher Education might shape and inform their own teaching.

The purpose of this module is to provide learners with the opportunity to apply the contemporary pedagogical approaches they learned about in ‘Enhancing Academic Practice 1’ to learning and teaching in practice. Learners will reflect on the capacity of such approaches to enhance student learning or to enhance teacher practice in an evidence-based manner.

The purpose of this module is to develop students’ understanding of the legal rights of children and parents in the education system. The purpose of the module is to build on the students’ understanding developed in the Legal Foundations of the Education System module in which inter alia the rights of the State and patron bodies will have been analysed.

The purpose of this module is to develop students’ understanding of school liability, and the legal standards in which schools are expected to operate. Further, this module will investigate teacher accountability related to complaints against teachers. The purpose of the module is to build on the students’ understanding developed in the Legal Foundations of the Education System module and the Legal Rights in Education module.

The module is one of the three in the Instructional Leadership and Change master’s degree specialisation and explores the role of effective professional learning for teachers in supporting and sustaining instructional change and innovation. Students will examine a range of models and approaches to professional learning and analyse related literature to gain a deeper understanding of the design and implementation of strength based collegial change processes.

The purpose of this module is to support students to develop the skills and knowledge to design, implement, monitor, and sustain instructional innovation and change in educational contexts.

The purpose of this module is to allow students interrogate the concept of playful pedagogies in order to facilitate the acquisition of the skills necessary to harness the power of integrated playful pedagogies to propel children’s wellbeing and learning in early childhood and primary school settings.

The purpose of this module is to allow students interrogate how children are given opportunities to articulate their voice (in all its facets) within their educational experience across early years and primary school settings, this articulation of voice is placed within a rights-based framework, while critically analysing key legal documents, both internationally and nationally in the area.

The purpose of this module is to enable students to develop a deep understanding of the role of schools, and the associated responsibilities within schools, in relation to child protection as prescribed in the Department of Education documentation. Specifically, this module focuses on the roles of the Designated Liaison Person, school personnel, teachers, and the Board of Management.

The purpose of this module is to enable students to develop a deep understanding of the practical implications of child protection in schools, and to critically analyse this situation. This includes focusing on recommended classroom practices around child protection; analysing the Department of Education child protection inspections; and exploring inter-agency collaboration.

This is an independent study module that will allow students to take modules in partner Universities through a 'virtual exchange'. Students will be able to take one online module of 9 credits that will give them the opportunity to study a subject that may not be offered at MIC.