Degrees for Education

Teaching and learning are subordinated to the foresight, intuition, critical analysis and consideration of the subject, its history and how it affects the educational processes, educational practices are intrinsically linked to ideas about the formation human teachers have on the curriculum, what is training, which is being a teacher, about what it means to be a student and what is learning, among others.

Human knowledge are embodied in various kinds of texts with linguistic structures and contents need to be appropriate, or returned enriched by the learners and their communities, educational practices must take the text and discourse as objects of essential teaching and learning.

Line PDT opens space for reflection and research to teaching to the multiple problems that face educators and learners. It aims to create and develop the epistemological and research to advance knowledge of the concrete practices of teaching and learning of different disciplinary fields that address the students of the Masters in their professional practice as educators, through research in these specific domains.

Teaching Adult Dyslexic Learners in Higher Education at University of North London

The aims of the course are to offer specialist training in teaching adult dyslexic students in higher education, and to provide you with knowledge of the theories that relate to specific learning difficulties such as dyslexia and dyspraxia. The course will also equip you with a range of strategies to help adult dyslexic learners, including an understanding of information technology that helps dyslexic undergraduate students overcome the barriers to their learning.

Entry requirements
Degree (or equivalent). Candidates without a degree of lower second class or better will need to submit a piece of written work for assessment.

The UNP teacher education programs are committed to the production of quality teachers who have a positive image and who can be at par with the other professionals in the region and the nation through a deliberate effort to improve instruction, research, extension, and production, thus brining at the helm of all professionals.

The main concern of teacher education is the preparation of globally competent teachers who are imbued with the ideals, aspirations, and traditions of Philippine life and are sufficiently equipped with pedagogical knowledge and skills. Specifically, teacher education programs are expected to produce teachers who can assume the following major roles:
effective synthesizer of organized knowledge to allow analytical and critical thinking;
efficient promoter and facilitator of learning to enable the learners to develop to the fullest their potential for a continuing pursuit of self-education; and
committed humanist whose clear understanding and appreciation of human ideals and values inspire learners to reach greater heights of human aspirations.

Teaching Assistants (Certificate of Higher Education) at University of Northumbria at Newcastle United Kingdom

The programme will cover many aspects and expectations of the role and issues a Level 4 Teaching Assistant needs to be aware of in the current school climate. This will include the opportunity to acquire Higher Level Teaching Assistant Status (if requested).

The programme will consist of six modules of work, each with their own assessment.
Professional Development for Teaching Assistants
Understanding Learners and Learning
The Process of Working with Learners
Resourcing Learning
Inclusive Practice in the School Setting
Working with Parents and Carers

Each program requires 30 semester hours (10 classes) of graduate credit designed to enhance the knowledge and skills of certified teachers while also providing teachers with the opportunity to upgrade their teaching certificate to a master’s level (T-5).
Each program includes a focus on leadership development, advocacy for all learners, best practices in pedagogy, and applied research skills.
Criteria for full admission:
2.75 undergraduate GPA
Eligibility for a T-4 level certificate in the appropriate teaching field.
A target GRE score of at least 800 (verbal plus quantitative) or a target Miller’s Analogy Test score of at least 397 (or 41 if taken prior to October 2004).

Each program requires 30 semester hours (10 classes) of graduate credit designed to enhance the knowledge and skills of certified teachers while also providing teachers with the opportunity to upgrade their teaching certificate to a master’s level (T-5).
Each program includes a focus on leadership development, advocacy for all learners, best practices in pedagogy, and applied research skills.
Criteria for full admission:
2.75 undergraduate GPA
Eligibility for a T-4 level certificate in the appropriate teaching field.
A target GRE score of at least 800 (verbal plus quantitative) or a target Miller’s Analogy Test score of at least 397 (or 41 if taken prior to October 2004).

Each program requires 30 semester hours (10 classes) of graduate credit designed to enhance the knowledge and skills of certified teachers while also providing teachers with the opportunity to upgrade their teaching certificate to a master’s level (T-5).
Each program includes a focus on leadership development, advocacy for all learners, best practices in pedagogy, and applied research skills.
Criteria for full admission:
2.75 undergraduate GPA
Eligibility for a T-4 level certificate in the appropriate teaching field.
A target GRE score of at least 800 (verbal plus quantitative) or a target Miller’s Analogy Test score of at least 397 (or 41 if taken prior to October 2004).

Members of the FSU NSTA Chapter at the 2005 national meeting in Dallas March 31-April 3, 2005 with Harry and Rosemary Wong. Click here to see more photos.

The Science Education Program faculty at Florida State University are committed to create a learning community in order to improve teaching and learning of science in all contexts. We propose to accomplish this mission through focusing on three critical areas:
Scholarship - The faculty and student in Science Education will value diverse ideas by open discourse and continue to evolve intellectually pursuing a quest to develop an understanding of the teaching and learning of science.
Teaching - The faculty and student in Science Education will create learning environments supportive of innovation and reform which provide learners with opportunities to develop alternative images of teaching and learning science.
Service - The faculty and student in Science Education will seek to expand our mission through outreach and collaboration with others within professional organizations, schools, institutions of higher education, other educational agencies, and informal settings. We will strive to contribute to Florida State University through service and active participation in those organizations.

The Purpose of the Department is to provide quality instruction, research, service and out-reach programs that foster knowledge, appreciation and experience that will prepare graduates to meet the challenges of their educational goals. Through a comprehensive program of graduate courses, and practical experiences students will be prepared as facilitators of learners and as professional decision makers who can assist all learners in meeting expected learner outcomes.

The Griot, Sage and TASC Programs are cohort programs created with the adult career changer in mind. Individuals who have earned a bachelor’s degree and, in many cases, work in fields outside of education, or are serving as “Emergency Substitutes in a Regular Position” are able to earn their teacher certification plus master’s degree by attending conveniently scheduled courses offered throughout the year.

Marygrove College Education Department Mission Statement
The mission statement of the Education Department states: Marygrove’s goals of competence, compassion, and commitment are also the requisite attributes of an effective teacher. The education programs seek to combine technical skill and knowledge with guided experiences that, together, will foster these goals and those of educational professionalism. Additionally, we challenge students to be self-directed learners, to adapt to change, and to foster understanding of and sensitivity to issues of diversity. Students are invited to use their deepening understanding of themselves as learners and as future teachers to share their insights with each other and with the faculty in order that we all may grow.

The Marygrove College Education Department
Conceptual Framework
Marygrove’s education programs range from Early Childhood Education to Adult Learning. Our goal is to prepare compassionate, reflective teachers who are academically, socially, and technically competent to communicate with all learners in a diverse world.