Professional Master of Education (PME) in Primary Education

Course details

The professional knowledge, understanding, pedagogical skills and competences required to be an effective primary teacher in an ever-changing ill-defined, complex society, including ability to comply with standards of behaviour and performance that evidences commitment to the required standards of professional conduct and practice as set out in the Teaching Council’s Code of Professional Conduct for Teachers (2012) and thus seek registration with the Teaching Council of Ireland

Use research-based evidence to improve the effectiveness of practice through continuous reflection on that practice; seeking, accepting and acting on constructive advice and thus demonstrate ability to be a reflective and reflexive practitioner

Critically analyse the theoretical and conceptual principles of the primary school curriculum and apply these principles to ensure that effective assessment, teaching and learning strategies provide a creative and enriching learning experience for all pupils that takes account of the potentially complex and ill-defined contexts in which they operate

Critically evaluate the factors that promote and hinder effective learning and apply this knowledge to develop creative, pedagogically sound assessment, teaching and learning strategies that provide for the potential, individual and holistic development of each child

Critically evaluate and assess the reliability of qualitative and quantitative research methods to adopt a research-based evidence approach in designing an independent, critical and reflective professional investigation

Critically assess the suitability of classroom management strategies to determine the appropriateness of their application in order to lead and support differentiated learning in a safe, interactive and challenging environment across a range of classroom situations

Synthesise and critically reflect on the pedagogical relevance of the theoretical foundations of education and the social and policy contexts in which the aims of education are defined and implemented: designing learning experiences for primary school children that take account of the integrated nature of learning across and within subjects

Informed by current research literature at the forefront of the field of primary education, demonstrate systematic knowledge, pedagogical competence, linguistic ability and numeracy skills to teach all subjects of the primary school curriculum

Design, implement and critically evaluate lessons that take account of the religious and ethical ethos of particular schools as appropriate

Critically analyse the role of teachers as active partners with school management, parents and the community and evaluate the most effective strategies in the development of a positive and effective teaching and learning environment in the primary school classroom; demonstrating ability to provide inclusive education for pupils with multiple and diverse needs

Take significant responsibility for the work of individuals and groups through participation in and implementation of school policies and structures, including communication with pupils, colleagues and members of the wider school community demonstrating competent, reflective and reflexive practice in a variety of contexts

The aim of the programme is to provide degree holders with the educational tools and applied knowledge to become informed, reflective and pedagogically proficient primary school teachers.

The syllabus is divided into eight modules as follows:

• Module 1: Foundations of Education and Curriculum Studies (15 credits)
• Module 2: Pedagogy 1: Physical, Arts and Inclusive Education (10 credits)
• Module 3: Pedagogy 2: Language, Literacy, Numeracy and ICT (15 credits)
• Module 4: Pedagogy 3: Ethical, Social, Personal, Health and Early Childhood Education (10 credits)
• Module 5: School Experience: Research and Evidence Based Practice (20 credits)
• Module 6: Advanced School Experience: Using Evidence-Based Research to Inform Professional Practice (30 credits)
• Module 7: Pedagogy 4: Social, Scientific and Development Education (10 credits)
• Module 8 Nua-Ghaeilge (10 credits)
• Entry Requirements
• For students who sat the Leaving Certificate:
• A primary degree, National Framework of Qualifications (NFQ) Level 8. Note that the grade and subject of the degree are not relevant for the purpose of meeting the minimum entry requirements.
• A master’s degree or PhD that is of NFQ Level 9 or higher is accepted in lieu of the primary degree.
• Please note that an NFQ Level 8 higher diploma on its own does not fulfil this requirement.
• Minimum grade C (Higher Level) in Leaving Certificate Irish
• Minimum grade D (Ordinary or Higher Level) in Leaving Certificate Mathematics
• Minimum grade C (Ordinary Level) or grade D (Higher Level) in Leaving Certificate English
• For students who sat the GCSE and GCE A level exams:
• A primary degree, NFQ Level 8. Note that the grade and subject of the degree are not relevant for the purpose of meeting the minimum entry requirements.
• A master’s degree or PhD that is of NFQ Level 9 or higher is accepted in lieu of the primary degree.
• Please note that an NFQ Level 8 higher diploma on its own does not fulfill this requirement.
• Minimum grade C in GCE A level Irish
• Minimum grade C in GCSE English
• Minimum grade C in GCSE English Literature
• Minimum grade D in GCSE Additional Mathematics Or
• Minimum grade C at GCSE level in Mathematics

The following will also satisfy the minimum Irish language requirement:

• Diploma in Arts (Applied Irish) from University College Cork
• Dioplóma sa Ghaeilge, level B2 from NUI Galway
• Dioplóma sa Ghaeilge Fheidhmeach from University College Dublin
• Dioplóma sa Ghaeilge from NUI Maynooth
• Diploma in Irish from the University of Ulster
• Dioploma sa Ghaeilge (An Ghaeilge sa Saol Comhaimseartha) of Aonad na Gaeilge from the University of Limerick
• A pass in a First Arts exam in Irish, NFQ Level 8
• Teastas Eorpach na Gaeilge (TEG) Leibhéal B2 (Meánleibhéal 2)
• Minimum grade C in the NUI matriculation exam (pre-1992)