Note: This is the 2014–2015 edition of the eCalendar. Update the year in your browser's URL bar for the most recent version of this page, or click here to jump to the newest eCalendar.
Program Requirements
This M.A. in Teaching and Learning is a 60-credit, post-graduate degree leading to teacher certification. It comprises 45 credits of courses, coupled with 15 credits (minimum of 630 hours) of internship. This professional program offers teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec Ministère de l'Éducation, du Loisir et du Sport (MELS). The program, which targets those with formal and/or non-formal teaching experience, begins with mandatory courses in the Summer term. Specific course sequence and progression lead students to complete the program in either four or seven consecutive terms. Alternatively, the maximum time for completion of all program requirements is five years. Throughout the MATL, emphasis will be on the attainment of the Québec Education Program (QEP) professional competencies, and evidence of mastery of these will be demonstrated in order for students to successfully complete the program. Upon completion, students are recommended to the MELS for certification.
Required Courses (51 credits)
-
EDEM 690 Research Methods: Philosophy and Practice (3 credits)
Overview
Admin & Policy Studies in Ed : Overview of the epistemological foundations of a range of research methods, including but not limited to quantitative, philosophical, qualitative, arts-based, and mixed methods.
Terms: Fall 2014, Winter 2015, Summer 2015
Instructors: Boyle, Dale; Mahbub, Tahiya (Fall) Choudry, Abdul Aziz (Winter) Boyle, Dale; Veissière, Samuel (Summer)
Fall, Winter
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
-
EDIN 601 Internship 1 (9 credits)
Overview
EDIN : A minimum of 350 hours (equivalent to 10 weeks) of mentored teaching in a school. The teacher candidate will gradually assume 80-100% responsibility for teaching and related duties. 26 hours of concurrently scheduled professional seminars provide ongoing support. Students must pass both the 'mentored teaching' and the "professional seminar' portions of the course to pass the course as a whole.
Terms: Fall 2014, Winter 2015
Instructors: Benson, Fiona J; Buki, Constance (Fall) Starr, Lisa; Bourassa, Nicole Marie (Winter)
-
EDIN 602 Internship 2 (10 credits)
Overview
EDIN : A minimum of 280-350 hours (equivalent to 8, 9 or 10 weeks) of mentored teaching in a school. A teacher candidate will assume full responsibility for planning, curriculum, student learning, classroom management and formative and summative evaluation. Twenty-six hours of concurrently scheduled professional seminars provide ongoing support and rigorous application of theory to practice. Students must pass both the 'mentored teaching' and the 'professional seminar' portions of the course to pass the course as a whole.
Terms: Winter 2015
Instructors: Jafralie, Sabrina; Buki, Constance (Winter)
Prerequisite(s): EDIN 601 or EDIN 601D1/D2, EDTL 604, EDEM 690
Corequisite(s): EDTL 626 OR EDTL 628 OR EDTL 630 OR EDTL 612 OR EDTL 634 OR EDTL 636
Range of hours will be determined based on performance in EDIN 601.
The passing grade for this course is B or higher. A grade of B- requires that the student repeat the course. If a grade of F is obtained, the student must withdraw from the MATL program.
-
EDPS 600 Introductory Professional Seminar (1 credit)
Overview
EDPS : Professional seminar presenting a collage of ideas relevant to field internships in teaching. Topics include stakeholder perspectives and goals, culture and dilemmas of schooling, ethical and legal guidelines, competence, classroom observation, action research and the internship portfolio.
Terms: Summer 2015
Instructors: Starr, Lisa; Bourassa, Nicole Marie (Summer)
Corequisite: EDTL 506
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the first lecture day and withdrawal is the second lecture day.
-
EDPS 605 Culminating Professional Seminar (1 credit)
Overview
EDPS : Seminars on the experience through aspects of self-examination and reflection. Topics include identifying and understanding progress and areas of weakness, attending to physical and emotional self-care, and charting ongoing professional development. Culminating professional projects are showcased.
Terms: Summer 2015
Instructors: Jafralie, Sabrina; Buki, Constance (Summer)
Corequisite: EDIN 602
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the first lecture day and withdrawal is the second lecture day.
-
EDSL 500 Foundations and Issues in Second Language Education (3 credits)
Overview
Education in Second Languages : Introduction of second language (L2) education; an overview of contributing disciplines (e.g., linguistics, psychology, sociology and education). A history of theory and various methodological approaches to L2 teaching and learning is used to promote an understanding of current theory and practice.
Terms: Fall 2014
Instructors: Riches, Caroline Joan (Fall)
Fall
Restriction: Restricted to students in the Graduate Certificate in TESL.
-
EDTL 500 Applications of Educational Psychology Across Classrooms (3 credits)
Overview
EDTL : Selected contemporary theories of human learning and development and their evidence base, including models of individual difference, learning styles, independence and motivation. Implications of selected theoretical models and evidence for educational practice, planning and professional reflection in inclusive classrooms. The role of parents, families/guardians and the complementary role of ancillary educational services in relation to classroom applications of theories. All addressed through the development of professional competencies.
Terms: Winter 2015, Summer 2015
Instructors: Toste, Jessica (Winter) Toste, Jessica (Summer)
Winter
Offered by: Educational and Counselling Psychology
-
EDTL 506 Philosophy of Education (3 credits)
Overview
EDTL : An exploration of philosophical underpinnings of educational theories as they inform professional practice. Reflections on aims of education, knowledge and values, nature of schooling and curriculum, roles and responsibilities of professional educators. All addressed through the development of professional competencies.
Terms: Summer 2015
Instructors: McDonough, Kevin Michael; White, Boyd Eric (Summer)
Winter
Corequisite: EDPS 600
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
-
EDTL 508 Critical Influences on Educational Praxis (3 credits)
Overview
EDTL : Implications of intercultural/multicultural, global, environmental and social justice advances as these affect critical thinking and inform practice in the classroom. Addressed through the development of professional competencies.
Terms: Fall 2014
Instructors: Han, Lily; Hampton, Rosalind (Fall)
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
-
EDTL 515 English Exam for Teacher Certification
Overview
EDTL : Two hour exam designed to assess teacher candidates' competency in the language of instruction - MELS requirement for teacher certification in the Quebec school system. Students are permitted 4 attempts to pass this exam; it must be passed before commencing the First Internship (EDIN 601). Any student unsuccessful after 4 attempts must withdraw from the program.
Terms: Fall 2014, Summer 2015
Instructors: Galczynski, Mariusz (Summer)
Restriction: Open to Graduate students in the M.A. In Teaching and Learning, seeking teacher certification by MELS.
-
EDTL 601 Cross-curricular Teaching Methods (3 credits)
Overview
EDTL : Emphasis on pedagogical knowledge in planning and carrying out instruction that meets curriculum goals, is relevant to learners, and is based upon principles of effective instruction. Addressed through the development of professional competencies.
Terms: Fall 2014
Instructors: Starr, Lisa; Bourassa, Nicole Marie (Fall)
Prerequisite: EDPS 600
-
EDTL 604 Techniques for Assessment (3 credits)
Overview
EDTL : Exploring the role of assessment in teaching and learning with attention to the Quebec context. Topics include the QEP competencies, kinds of information needed, techniques for collection and ways of interpretation in order to make educational decisions. Principles and methods for assessment with and without tests are discussed and practiced. Addressed through the development of professional competencies.
Terms: Fall 2014, Summer 2015
Instructors: Turner, Carolyn E (Fall) Turner, Carolyn E; Wang, Shujiao (Summer)
Prerequisite: EDTL 601
-
EDTL 609 Diverse Learners (3 credits)
Overview
EDTL : Current research and practice in educating students who have a variety of individual needs and strengths. The complex interplay between individual and contextual factors that impact learning in the modern classroom. Examination of abilities/disabilities, school and classroom dynamics, and teachers' roles in promoting an inclusive environment. Focus on applicable, practical skills such as curriculum design and modification, formal/informal assessment procedures, universal design for instruction, home-school collaborations, and differentiated instruction.
Terms: Summer 2015
Instructors: Cohen-Gazith, Karen (Summer)
Prerequisite: EDTL 500
Offered by: Educational and Counselling Psychology
Students will practice applying principles of inclusive education to academic, emotional, behavioral, social, physical, and other relevant realms of diverse classrooms with the goal of developing professional competencies applicable to multi-dimensional educational environments.
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day.
-
EDTL 629 Applied Methods in Teaching Secondary Eng. Language Arts (3 credits)
Overview
EDTL : The teaching of English language arts as framed by contemporary youth social worlds, and current research in critical literary/literacy theory. Addressed through the development of professional competencies. Parts of this course may be undertaken in school settings.
Terms: Fall 2014, Winter 2015
Instructors: Mitchell, Claudia A (Fall) Webster, Megan (Winter)
Corequisite: EDIN 601
- EDTL 630 Advanced Applied Methods in Teaching Sec English Lang Arts (3 credits)
Complementary Courses (9 credits)
3 credits selected from:
-
EDEC 612 Media Literacy (3 credits)
Overview
Curriculum and Instruction : The course examines the nature and possibilities of media literacy education in schooling, including both the development of students' ability to critically analyze the mass, visual, electronic media in society as well as the development of their own ability to utilize various new media for their own communication.
Terms: Summer 2015
Instructors: Siam, Habib; Starke-Meyerring, Doreen (Summer)
Fall
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day.
-
EDEC 620 Meanings of Literacy (3 credits)
Overview
Curriculum and Instruction : Investigation of basic issues related to definitions of literacy. Issues include new directions in literacy and education, the need for non-print literacies in contemporary life, and the challenges these changes present for educators.
Terms: Winter 2015
Instructors: Veissière, Samuel (Winter)
Winter
Restriction: Not open to students who have taken EDEM 620.
Electives (6 credits)
In consultation with the MATL Program Adviser, students select 6 credits from 500- or 600-level courses related to the English Language Arts subject area or Education. Students who choose to complete the Teaching in Second Language Contexts option must take EDSL 505 and either EDSL 512 or EDSL 515.
Faculty of Education—2014-2015 (last updated Feb. 18, 2014) (disclaimer)
