The programme is an attractive pathway of accreditation to develop the teacher as a lifelong learner, a caring and extended professional within a school-university partnership. It offers initial, induction and in-career teachers a reflective and protected space to critique practice and to connect with national and international literature on mentoring.
The programme is run through on-campus days, weekends and summer schools and a weekly on-line connection to the University's web-based learning environment. The first year of the programme is fully supported by the Department of Education and Science (DES).
The programme aims to develop the concept of the teacher as a professional and a colleague through the roles of leader of learning and architect of change in a whole school community within a school-university partnership.
Specifically the programme will:
The programme is aimed at promoting leadership for learning and teacher professionalism and will be suited to participants who wish to progress their personal and professional development through supporting a student teacher or newly qualified teacher. It is particularly suited to those in the school community who wish to lead learning, to national support service personnel and teaching practice tutors.
It involves engaging in collaborative critical friend reflection and exploring the policy, principles and practice of mentoring as it seeks to promote dialogue on teaching and learning within the paradigm of a caring professional in a school-university partnership.
The programme is run over a three-year period and is based on modules. There are four modules in each of year one and year two and three modules in the final year. Each year is certified separately.
The first year focuses on the practice and theory of mentoring and has an emphasis on personal development. Those with an appetite for further research, in the second and third year, will be provided with opportunities to delve deeper into each of these areas and to consider them through the lenses of self-awareness, school-based reflection, national and international literature.
In addition to two research modules, project modules and school-based modules the remaining modules undertaken in this masters of education programme include the following:
Mentoring in Practice:
The module will address the knowledge base, skills, strategies and processes needed to become a mentor teacher.
Innovation for Learning:
The module will seek to explore the many implicit assumptions underpinning the Irish education system that appear to suggest that the system leaves little time for meaning making, scholarship or innovation in the early years of the 21st century.
Frameworks for Mentoring:
The module will consider the life cycles of teachers, theoretical models of mentoring and will conduct a continuing professional development needs analysis.
Theories and Skills of Experiential Group Processes:
The module will provide a historical perspective of the theories and skills of experimental group processes; an opportunity to take part in group processes and will provide training in group facilitation skills.
Policy & Practice of Mentoring:
The module will consider mentoring in international contexts and the conditions necessary for adult learners and mentors to progress their own professional development through extending themselves for the development of student teachers and newly qualified teachers.
You can apply until:
Always verify the dates on the programme website.
You only need to take one of these language tests:
The IELTS – or the International English Language Test System – tests your English-language abilities (writing, listening, speaking, and reading) on a scale of 1.00–9.00. The minimum IELTS score requirement refers to which Overall Band Score you received, which is your combined average score.
Read more about IELTS.Take IELTS test
The CAE test – or the Cambridge Advanced English – is an exam for applicants who wish to get a Certificate in Advanced English. To receive the Advanced certificate, test-takers must score between 142 and 210 on the Cambridge English: Advanced test.
Note: degree programmes and applications may require a more specific minimum score for admission.
Read more about CAE.
The TOEFL – or Test OF English as a Foreign Language – offers a paper-based test (PBT). The final, overall PBT score ranges between 310 and 677, and is based on an average taken from the three test components (listening, structure, and reading). The writing part of this test is scored separately on a scale of 0-6.
Read more about TOEFL (PBT).
The TOEFL – or Test Of English as a Foreign Language – offers an internet-based test (iBT). The final, overall iBT score ranges between 0 and 120, and includes a scaled average from the four components (reading, listening, speaking, and writing).
Read more about TOEFL (iBT).
Access to the programme will be through at least three years of teaching experience, a recommendation from the school principal (or current employer) and an interview selection process.
ENGLISH LANGUAGE REQUIREMENTS
As all international students are required to possess sufficient language skills to attend lectures and sit examinations at the University of Limerick, students should be competent to communicate through the medium of English prior to their arrival.
Students must have a minimum score of 550 (paper based) or 213 (computer based) 80 (internet based) in TOEFL (Test of English as a Foreign Language) or an IELTS (International English Language Testing System) score in the range of 6.5-7 and not less than 6.0 in any one component.
StudyPortals Tip: Students can search online for independent or external scholarships that can help fund their studies. Check the scholarships to see whether you are eligible to apply. Many scholarships are either merit-based or needs-based.
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