Note: This is the 2017鈥�2018 eCalendar. Update the year in your browser's URL bar for the most recent version of this page, or .
Program Requirements
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised 45 credits of coursework, coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec Ministry of Education. The program, which targets those with formal and/or non-formal teaching experience, begins with mandatory courses in the Summer term. The specific course sequence and progression leads students to complete the program in five consecutive terms on a full-time basis. The program must be completed within three years. Alternatively, the program can be followed on a part-time basis, in which case all program requirements must be completed within five years. Throughout the MATL, emphasis will be on the demonstration of mastery of the Qu茅bec Ministry of Education professional competencies. Upon completion, students are recommended to the Quebec Ministry of Education for certification.
Note: The Quebec Ministry of Education requires that all students pass the English Exam for Teacher Certification (EETC) prior to taking EDIN 610 Internship 1.
Required Courses (54 credits)
-
EDEC 612 Digital Media and Learning (3 credits)
Overview
Curriculum and Instruction : This course addresses emerging theories, pedagogies, and practices related to youth learning through digital media and online participatory cultures. Through direct engagement with multiple forms of digital media and youth, students will consider implications for teaching and learning within and beyond schools.
Terms: Winter 2018, Summer 2018
Instructors: Trimble, Lisa (Winter) Trimble, Lisa; Doody, Sara (Summer)
Fall
**Due to the intensive nature of this course, when offered in the summer term, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day.
Please note: students taking this course as part of a Teacher Education Program leading to certification will also integrate e-portfolios.
-
EDEM 690 Research Methods: Theory 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. Students will learn techniques to conduct research and to develop a research proposal.
Terms: Fall 2017, Winter 2018
Instructors: Nichols, Naomi (Fall) Carter, Mindy (Winter)
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 610 Internship 1 (7 credits)
Overview
EDIN : Mentored student teaching in a school requiring a gradual increase in teaching and related duties.
Terms: Winter 2018
Instructors: There are no professors associated with this course for the 2017-2018 academic year.
Prerequisite(s): EDTL 601
Corequisite(s): EDPS 610
Restriction(s): Not open to students who have taken EDIN 601.
Students are expected to apprise themselves of internship dates, workload percentages, and responsibilities at . Normally students must pass both EDIN 610 and EDPS 610, failure in a course may necessitate repeating both courses.
-
EDIN 620 Internship 2 (8 credits)
Overview
EDIN : Mentored student teaching in a school requiring full responsibilities for lesson planning, student learning, classroom management, and evaluation.
Terms: This course is not scheduled for the 2017-2018 academic year.
Instructors: There are no professors associated with this course for the 2017-2018 academic year.
Corequisite(s): EDTL 612 or EDTL 626 or EDTL 628 or EDTL 630 or EDTL 634 or EDTL 636
Restriction(s): Not open to students who have taken EDIN 602.
Students are expected to apprise themselves of internship dates, workload percentages and responsibilities at . Normally students must pass both EDIN 620 and EDPS 620, failure in a course may necessitate repeating both courses.
-
EDPS 600 Introductory Professional Seminar (3 credits)
Overview
EDPS : Designed to foster deep thinking about the complex educational endeavour of becoming a teacher. Considers what shapes the development of theoretical and empirical work on teachers鈥� roles, identities and professionalism. Introduces Teacher Inquiry as a framework for the study of teaching and learning. The capstone research project and professional e-portfolio are introduced. Professional Competencies are addressed, developed and assessed.
Terms: Summer 2018
Instructors: Bourassa, Nicole Marie; Jafralie, Sabrina (Summer)
**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 610 Professional Seminar 1 (2 credits)
Overview
EDPS : Provides support to student teaching in EDIN 610. Develops reflexive thinking, examining classroom situations with a view to improving practice, including classroom management, and developing teacher collaboration and community-building. Practical implications of capstone research projects are developed. Artefacts are selected/contextualized for inclusion in e-portfolios. Professional Competencies are addressed, developed, and assessed.
Terms: Winter 2018
Instructors: Jafralie, Sabrina; Bourassa, Nicole Marie (Winter)
-
EDPS 620 Professional Seminar 2 (1 credit)
Overview
EDPS : Provides support to student teaching in EDIN 610. Discussion of professional and ethical considerations during internship and as novice teachers. Capstone research projects (CPRs) are completed and presented in a professional conference context. Artefacts are selected and refined for inclusion in completed e-portfolios. Professional Competencies are developed and assessed.
Terms: This course is not scheduled for the 2017-2018 academic year.
Instructors: There are no professors associated with this course for the 2017-2018 academic year.
Prerequisite(s): EDIN 610
Corequisite(s): EDIN 620
Restriction(s): Not open to students who have taken EDIN 602.
Students must pass both 'mentored student teaching' and 'professional seminar' components, including CRP presentation, to pass the course. Normally students must pass both EDIN 620 and EDPS 620, failure in a course may necessitate repeating both courses.
-
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: Fall 2017
Instructors: Di Stasio, Maria (Fall)
Winter
Offered by: Educational and Counselling Psychology
-
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: Summer 2018
Instructors: Brook, Jill (Summer)
Restriction: Open to Graduate students in the M.A. In Teaching and Learning, seeking teacher certification by MELS.
-
EDTL 525 Teaching Science and Technology (3 credits)
Overview
EDTL : This course will build prospective teachers芒鈥⑴� pedagogical knowledge and practices to teach principles of engineering and technical design, analysis of technical objects, and problem-based learning approaches to solve developmentally appropriate problems. Application of scientific concepts to technological solutions will also be emphasized to effectively integrate science and technology education.
Terms: Winter 2018
Instructors: Drever, Riley (Winter)
Prerequisite(s): EDES 335 Teaching Secondary Science for B.Ed. Students only.
-
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 2017
Instructors: Jafralie, Sabrina; Din, Saba (Fall)
-
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: Summer 2018
Instructors: Starr, Lisa (Summer)
Prerequisite: EDTL 601
-
EDTL 607 Language and Policy in Quebec Education (3 credits)
Overview
EDTL : Structure and organization of education in Quebec considered from historical, political, language, social, administrative and legal perspectives. Enables students to contribute to the educational system in their roles as leaders of educational thought and change. All addressed through the development of professional competencies.
Terms: Summer 2018
Instructors: Jafralie, Sabrina (Summer)
Fall
-
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 2018
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 625 Applied Methods in Teaching Science in Secondary School (3 credits)
Overview
EDTL : Emphasis on the organization of learning experiences in ways that support students in developing science process skills and understanding the unifying themes, issued of equity and the nature of science. Appreciation for relationships among science, technology and society. All addressed through the development of professional competencies. Parts of this course may be undertaken in school settings.
Terms: Fall 2017
Instructors: Gonsalves, Allison (Fall)
-
EDTL 626 Advanced Applied Methods in Teaching Science in Sec. School (3 credits)
Overview
EDTL : Continuation of topics covered in EDTL 625. Parts of this course may be undertaken in school settings.
Terms: Fall 2017
Instructors: Riches, Caroline Joan (Fall)
-
EDTL 640 Teacher Inquiry and Action Research (3 credits)
Overview
EDTL : Furthers students' understanding of teacher inquiry and action research. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings. Topics include: writing a focused literature review; collaborative and spectator forms of research; ways to identify problems to investigate; data collection and analysis; reflexive praxis; and ways to draw conclusions from research. The major assignment for the course will be the completion of the final written MATL capstone project or equivalent.
Terms: Summer 2018
Instructors: Harvey, Blane Leslie (Summer)
Complementary Courses (6 credits)
3 credits selected from:
-
EDEC 646 Sociocultural and Epistemic Understandings of Science (3 credits)
Overview
Curriculum and Instruction : This course presents historical, philosophical and sociocultural perspectives on construction of knowledge in the natural sciences. A particular emphasis will be placed on how social, cultural, and political forces shape the products of scientific practices, the importance of scientific literacy, and the relevance this bears for science education and science education research.
Terms: This course is not scheduled for the 2017-2018 academic year.
Instructors: There are no professors associated with this course for the 2017-2018 academic year.
Prerequisite(s): Students must have completed, with a grade of C or higher, a minimum of 24 credits in Science courses. We will also consider enrollment from students with experience teaching secondary science.
Restriction(s): MATL Science and Technology Students, PhD or MA Science Education Students or by permission from the instructor.
-
EDTL 520 Perspectives on Knowledge in Mathematics and Science (3 credits)
Overview
EDTL : A variety of perspectives on construction of knowledge in mathematics and science and how the products of scientific and mathematical practices are shaped by broader social, cultural, and political forces.
Terms: Fall 2017
Instructors: Gonsalves, Allison (Fall)
Prerequisite: Students must have completed, with a grade of C or higher, a minimum of 24 credits in Mathematics and/or Science courses.
Restriction: Restricted to MATL Science & Technology, MATL Mathematics, B.Ed. Secondary Science & Technololgy and B.Ed. Secondary Mathematics students or by permission of instructor.
3 credits selected from:
-
EDER 609 Education and Philosophical Thought (3 credits)
Overview
Religious Studies : An analysis of the educational implications of various philosophical positions concerning the nature of reality and the nature of knowledge.
Terms: Summer 2018
Instructors: McDonough, Kevin Michael (Summer)
Fall
-
EDER 615 Introduction to Philosophy of Education (3 credits)
Overview
Religious Studies : Explores questions, aims, debates and modes of inquiry that characterize philosophical approaches to studying educational questions. Introduces philosophy of education as a distinctive field of educational research and may focus on figures or themes of contemporary interest.
Terms: This course is not scheduled for the 2017-2018 academic year.
Instructors: There are no professors associated with this course for the 2017-2018 academic year.
Winter
-
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 2018
Instructors: White, Boyd Eric; McDonough, Kevin Michael (Summer)
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.
Faculty of Education—2017-2018 (last updated Aug. 23, 2017) (disclaimer)
