Master in Education - Foundation Studies Specialism – (M.Ed.)

Contents

The taught component contains four modules, with each module containing approximately 25 hours of contact time. Modules will be offered on week day evenings in Trinity College normally from 4-6pm or 6-8pm during both semesters. The modules will take an interactive approach based around relevant readings and student participation. Assessment will be by means of academic papers of approximately 4000-5000 words in length (or equivalent).

Activities such as student presentations, case-studies or portfolio type projects may form part of the assessment of some of the modules. Students who have attained a satisfactory level in their module assignments may progress to the dissertation year. This is a research year and the student will be involved in the writing of a dissertation under the guidance of a supervisor. A course in research methods forms part of the dissertation work.

Course Modules

* History of Education

The module in history of education provides both a grounding in the "acts and facts" of Irish and European education from the classical period to the mid-20th century and, for those interested in pursuing research in this field, an opportunity to explore issues and debates in historiography as applied to education. Within this module there is an opportunity for students to present their own research in seminars.

* Philosophy of Education

This module is in two parts. In part one, a series of introductory lectures reviews some of the central ideas of ancient and modern philosophers that have influenced educational theory. Some of the key thinkers include: Plato, Aristotle, Augustine, Descartes, Kant, Hegel, Heidegger and Wittgenstein. This background then informs the seminars in the second part which are based on readings in contemporary theory. Students make a presentation on readings in: the nature and status of knowledge in the 21st century, education and the formation of self, critical pedagogy, feminist and post-modernist theory in education, and the ethics of teaching and learning.

* ICTs in Education

The module ICTs in education is mainly research/literature based. Consideration of the rationale for technology in education, critique of current policy developments and the learning theories which underpin the use of technology in education are the central foci of this module. Students who have completed this course will have an informed perspective on the issues that surround the use of ICTs in education. In addition, they should be informed decision makers capable of recognising the potential benefits and limitations of using ICTs for teaching and learning purposes.

* Educational Psychology

This course explores psychological theories of development and learning. Biological, behavioural, cognitive, humanistic and psychodynamic theories are considered. There is an emphasis on theory-practice links. The course addresses typical and atypical development (cognitive, social, emotional and physical) especially in childhood and adolescence. There will be a focus on learning issues, for example, learning styles, motivation, individual differences, the nature of intelligence, as well as input on specific topics such as self-esteem, loss (separation and bereavement) and bullying and aggressive behaviour.

* Sociology of Education

This course aims to examine a range of sociological perspectives and concepts and their application to the process of education. These perspectives are set in an increasingly broad social context, moving from an initial focus on the family, through the school and into the wider community. There will also be a more detailed focus on a range of relevant topics including, socialisation, social stratification, social mobility, the function of the school media literacy, equality, inclusion, education and social justice. Students will also get the opportunity to discuss some landmark readings and to make presentations based on these readings or their own research.

* International and Comparative Education

This module examines some of the main influences shaping the educational process in the contemporary world. The module will focus on the evolution of the discipline of comparative education and some of the most important epistemological styles underpinning the major education systems. There will be an accompanying investigation of some of the main transnational agencies shaping national education systems. In addition, the course will explore the main ideas of a number of important educational theorists, including Paulo Freire, Jack Mezirow and Henry A. Giroux. As this module is primarily seminar-based, participating students will also get the opportunity to discuss some research papers in the field of International and Comparative Education.

* Introduction to Language Education

This module provides an introduction to language education with a special emphasis on language acquisition. The course will examine first language acquisition research through discussions on a series of readings on current theoretical perspectives and how these are borne out in first language acquisition data.

* Curriculum, Assessment and Evaluation

This module explores a range of topics in the interlinked areas of curriculum, assessment and evaluation. Rooted in exploration of what constitutes learning and how it can be facilitated, the course investigates issues in curriculum theory, policy and practice and the assessment and evaluation of learning.

* Education and Social Policy

As a factor in influencing and impacting upon what occurs in educational institutions, policy in all shapes and forms, is highly significant. The purpose of this module is to critically explore the perpetually changing educational and social policy landscape not only in Ireland but also in Europe and globally as well By drawing on a range of theoretical models both classical and contemporary, students will be encouraged to investigate how these policy environments effect and affect their own professional lives and work.

* Mathematics Education

In recent years, mathematics education has been a focus for debate in many countries. On the one hand, constructivist approaches to teaching and learning have been recommended in order to promote better understanding; on the other, emphasis has been put on "standards," formulated in terms of detailed outcomes and checked by frequent testing. Against this background, and in the light of international and national research, the course addresses the following broad issues: the philosophies underlying mathematics education; curriculum, intended and implemented; teaching and learning; and the effects of and different approaches to assessment.