Master's Program in Teaching in Europe

Compare Masters Programs in Teaching in Europe 2017

Teaching

A masters is earned after students complete an undergraduate degree program. To obtain a masters, you usually need to complete 12 to 18 college courses that often involve completing comprehensive tests and/or a thesis.

Teaching is an academic program that prepares students for different instructing environments. Students may choose specific areas of study or choose general teaching techniques. Some courses may include communication, classroom management, evaluation methods, and managing challenging behaviors.

Europe is, by convention, one of the world's seven continents. Comprising the western most point of Eurasia, Europe is usually divided from Asia by the watershed divides of the Ural and Caucasus Mountains, the Ural River, the Caspian and Black Seas, and the waterways connecting the Black and Aegean Seas.

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Master In Education Sciences - Theory, Practice And Evaluation Of Teaching

University of Nicosia
Campus Full time 3 semesters September 2017 Cyprus Nicosia Greece Athens + 2 more

The purpose of the program is twofold. On the one hand, help the student to acquire deep knowledge in the field of specialization through (a) the monitoring of educational courses in an advanced level, (b) study the relevant literature, and (c) interaction with Faculty and other students. On the other, the program aims at fostering research skills through (a) the monitoring of specific quantitative and qualitative research courses, (b) small scale investigations in the various courses and / or drafting Master Thesis, and (c) participation in seminars / conferences research content. [+]

Masters in Teaching in Europe 2017. Duration (years): 1.5 years Qualification Awarded: Educational Sciences: Theory, Practice and Evaluation of Instruction (MEd, 1.5 years or 3 semesters) Level of Qualification: 2nd cycle (Masters Degree) Language of Instruction: Greek Mode of Study: Full and part-time Minimum Credits: 30 Minimum ECTS Credits: 90 Profile of the Programme: 7.1 Purpose The purpose of the program is twofold. On the one hand, help the student to acquire deep knowledge in the field of specialization through (a) the monitoring of educational courses in an advanced level, (b) study the relevant literature, and (c) interaction with Faculty and other students. On the other, the program aims at fostering research skills through (a) the monitoring of specific quantitative and qualitative research courses, (b) small scale investigations in the various courses and / or drafting Master Thesis, and (c) participation in seminars / conferences research content. In general, the overall aim of the program is to help the student to become an independent thinker and scientist educator. 7.2 Objectives 1. To promote and support quality teaching through the analysis of sociological, philosophical and psychological assumptions regarding the organization, conduct and evaluation of teaching. 2. To contribute to the modernization of teaching, guiding and exercising advisory role both in the development programs at school level and in terms of the organization, conduct and evaluation of teaching. 3. Deepen the research findings as well as methodological issues relating to the organization and conduct of teaching. 4. To utilize the latest technology for teaching and learning purposes. 5. Deepen issues expertise, manufacturing achievements essays, analysis and documentation of learning outcomes and monitoring the academic progress of students. 6. Apply a variety of techniques for systematic observation and evaluation of teaching. 7. Deepen knowledge on issues, related to the pedagogical guidance and staff development. 8. Exercise role of "catalyst" to quality teaching, school culture and school vision and development of the school unit as a whole. 9. To critically examine educational research results and their implications in the school unit daily work and organize their own research effort. Career Prospects: Graduates of the program have the following options: 9.1 To seek management position at school level (eg Manager, Assistant Manager) and / or the Ministry of Education and Culture (eg Inspector). 9.2 To work as trainers at the Pedagogical Institute. 9.3 Understand academic position at a higher education institution. Access to Further Studies: Graduates of the program can pursue doctoral studies. [-]

Master in Informatics Teaching

University of Minho - Institute of Education
Campus Full time October 2017 Portugal Braga

The Master in Informatics Teaching program was created under the Bologna spirit and orientations, confers professional qualification for Informatics Teaching, in accordance with the ordinations of the laws for professional qualification for teaching in pre-school, elementary and secondary school (Law-Decree n.º 79/2014 of 14th May and the Rectification Declaration n.º 32/2014). [+]

The Master in Informatics Teaching program was created under the Bologna spirit and orientations, confers professional qualification for Informatics Teaching, in accordance with the ordinations of the laws for professional qualification for teaching in pre-school, elementary and secondary school (Law-Decree n.º 79/2014 of 14th May and the Rectification Declaration n.º 32/2014). This cycle of studies aims at training well-informed, critical and active professional Informatics Teachers that are able: to rebuild their thought and actions during their lifetime; to structure, monitor and evaluate socially relevant learnings within the framework of a global development perspective of individuals and of their accomplished inclusion in school and in the information society; to incorporate adequate methodologies encompassing the principles of reflection, self-orientation, creativity and innovation, not only as a source of knowledge, but also and mainly as a catalyst for action; to develop conscious, deliberate and responsible actions in the contexts of professional practice. [-]

Master in Second Language Learning and Teaching

University of New York in Prague (UNYP)
Campus Full time September 2017 Czech Republic Prague

This programme is designed for both graduates with teaching experience and practising language teachers and trainers who wish to build a career in modern languages and English as a foreign language. [+]

Masters in Teaching in Europe 2017. Master in Second Language Learning and Teaching This programme is designed for both graduates with teaching experience and practising language teachers and trainers who wish to build a career in modern languages and English as a foreign language. It enables students to make an effective contribution to language learning in their organisation through research, development and the application of newly acquired knowledge, and enhance career prospects in further and higher education. Students are introduced to a wide range of research in applied languages, in particular those research activities and themes that affect the language-learning environment, including second language acquisition and communicative language teaching. Students also explore research in language learning in relation to the practical learning environment. They acquire the skills to write and use computer-aided language learning tools and conduct a research project in language learning and language teaching. The aims of the programme are: To analyse theory and research in applied languages, particularly the research activities and theoretical frameworks that impinge on language learning and language teaching and testing To explore the interface between research in language learning and the practical learning environment To evaluate the role and future of information technology with a resource-based language-learning framework To develop an awareness of non-traditional (i.e. non-classroom-based) methods of language learning To provide the research skills and knowledge of research methods in language learning to enable the student to conduct their own project. Students are required to study the following compulsory courses: Key Issues in Second Language Teaching (30 credits) Research Methods in Language Learning (30 credits) (30 credits) The Use of Information Communication Technology (ICT) in Second Language Learning (30 credits) (30 credits) Second Language Acquisition (30 credits) (30 credits) Research Project (MAMLL/LL&JLT)(60 credits) (60 credits) [-]

Master In Training Teachers Of Spanish As A Foreign Language

Fundación Universitaria Iberoamericana (FUNIBER)
Online Part time 25 months Spain

In recent times the privileged position that has moved to the Spanish language among world languages ​​and the consequent increase in demand for teaching ... [+]

Master in Training of Teachers of Spanish as a Foreign Language

In recent times the privileged position that has moved to the Spanish language among world languages ​​and the consequent increase in demand for teaching Spanish have exposed the need to advance, research and training in this area.

Today Spanish is the second language of international communication and the fourth most spoken in the world (the mother tongue of over 400 million people in over 20 countries). The United States has more than 30 million Spanish speakers in Canada and Spanish is the language with higher growth. Also, the explosive demand for foreign language courses in Spanish that originated early in the 90's and has progressively increased to the present, is another positive factor that denotes the importance of training professionals. ... [-]


Master's Degree in Teaching and Learning English as a Foreign/Second Language

Universitat Rovira i Virgili
Online & Campus Combined Part time 1 year September 2017 Spain Tarragona

First taught in 2007, the Master’s Degree in Foreign Language Teaching (SFL/EFL) has now split into its two component specialities: English and Spanish. The resulting Master’s Degree in English Language Teaching aims to train professionals to teach English for both general and specific purposes. The degree is a combination of professional and research tracks, and it is designed for national and international graduates, with or... [+]

Masters in Teaching in Europe 2017. Master's Degree in English Language Teaching First taught in 2007, the Master’s Degree in Foreign Language Teaching (SFL/EFL) has now split into its two component specialities: English and Spanish. The resulting Master’s Degree in English Language Teaching aims to train professionals to teach English for both general and specific purposes. The degree is a combination of professional and research tracks, and it is designed for national and international graduates, with or without experience, who wish to work professionally in the field of English language teaching. Carreer oportunitites The obvious area in which the graduates from this programme can work is English language teaching at all levels. In general, language teaching provides students with multidisciplinary training in the humanities which prepares them for all sorts of activities involving the transmission of cultural knowledge. The future master’s-degree graduates will be qualified to work in the following fields: Language teaching English teachers in private and state-run language teaching institutions in Spain (Official School of Languages, language services, language academies, adult education, etc.) English teachers abroad in both private and state-run institutions English teachers for specific purposes in private companies, multinationals and international agencies Teachers of other subjects in English for bilingual institutions Heads or heads of studies in schools English language assistants in foreign universities English language teachers in secondary schools Language advisors for schools, publishers, or other public and private companies University lecturers at graduate or postgraduate level Researcher into teaching– learning English Author of text books for learning English in publishers and similar companies Author of teaching materials – online language learning for publishers and similar companies Educational advisor in schools, publishers and other public or private institutions Research and knowledge transfer in interdisciplinary research groups Language and cultural mediation in public or private institutions Tourism Translation Publishing Timetable Afternoons from 5 p.m. to 7 p.m. (plus the practice period) Language of instruction 100% English Student Profile The Master’s Degree is designed mainly for students with a background in English studies, and such related fields as modern languages, culture and communication, translation and interpretation, or schoolteachers specializing in foreign languages. Nevertheless, the Master’s Degree is also open to people holding some sort of official university degree (bachelor’s degree, pre-Bologna bachelor’s degree or 3-year diploma), or an equivalent that may not be directly related. In the latter case, students will be required to take a bridging course (see the specific regulations). FIRST YEAR: Compulsory subjects First semester Second Language Acquisition Methodology of Second Language Teaching Materials and Techniques in ELT Computer-Assisted Language Learning (CALL) and New Technologies in ELT Grammar and Lexicon in the EL Classroom Pronunciation in the EL Classroom Optional subjects Second semester Research Methods and Tools in ELT Pragmatics in the EL Classroom Practicum Final Master's Project OPTIONAL SUBJECTS: In this section you will find the list of all the optional subjects on the curriculum. Before you select the subjects you wish to register for, please make sure that they have been activated. Strategies for Teaching English to Children English for Specific Purposes Content and Language Integrated Learning (CLIL) Culture in the EL Classroom Literature and Cinema in the EL Classroom BRIDGING COURSES: (*) English Language III English Language IV (*)After checking the candidate’s transcript, the body responsible for admission can decide that the student must attend and satisfactorily complete some of the subjects that are programmed as bridging courses. To be admitted on the programme, students must hold one of the following qualifications: Pre-Bologna Bachelor’s Degree in English Studies; Bachelor’s Degree in English; Bachelor’s Degree in Modern Languages, Culture and Communication; Bachelor’s Degree in Translation and Interpretation, or other qualifications with a foreign-language component such as the Diploma in Primary-School Teaching (Foreign Language Speciality), the Bachelor’s Degree in Infant Education or Primary Education (Speciality in English), and the Diploma or Bachelor’s Degree in Tourism, and other similar qualifications. The Master’s Degree is also open to holders of some sort of official university degree (bachelor’s degree, pre-Bologna bachelor’s degree or 3-year diploma), or an equivalent that may not be directly related. In the latter case, students will be required to take a bridging course (see specific regulations). An official qualification issued by a higher education institution in the EHEA, which enables its holder to be admitted on a master’s degree programme in the issuing country. A qualification issued by an education system that does not belong to the EHEA. If it has not been officially recognized, the URV must first check that: the educational level is equivalent to that of a corresponding Spanish official university degree. it enables holders in the issuing country to be admitted on a postgraduate programme. Specific documentation English language requirements: Common European Framework of Reference for Languages: C1 level EOI: 5th course or EOI Advanced Level. Cambridge Certificate in Advanced English. TOEFL scores: minimum 110. In the absence of supporting documents, the Admissions Board may establish additional mechanisms to determine a candidate’s level of English. Selection Criteria Students will be selected using the following criteria: Academic background: up to 30 points. In particular: Degree in English Studies: maximum 30 points Other degree: maximum 20 points Academic record: maximum 25 points Other relevant academic training: maximum 10 points English teaching experience: maximum 10 points Motivation letter: maximum 5 points Extended visits to English-speaking countries (at least 4 weeks, with supporting documents): maximum 5 points Other language teaching experience: maximum 5 points Other teaching experience: maximum 5 points Mastery of English above the required minimum: maximum 5 points [-]

Master French Language

West Catholic University - Université Catholique de l’Ouest
Campus Full time 4 semesters September 2017 France Angers

The objective of this master is to enable students to acquire theoretical and practical skills in teaching French as a foreign language. [+]

TRAINING OBJECTIVES The objective of this master is to enable students to acquire theoretical skills and teaching practices of French as a foreign language - exercise the teaching profession - ensuring educational activity and supervision of trainers - build teaching French as a foreign language materials at the national or international level. + THE TRAINING - A professional training with an internship (2 to 5 months) in France or abroad - Interventions of specialized professionals - Close-knit promotions and personalized educational support - a common curriculum and a unique promotion for students face and distance, a collaboration between students - This master is offered in initial or continuous training, or distance. Most of the master-face: - A course offered at a university incorporating a French language center to allow alternate theory and practice. - Partnership agreements with over 85 universities worldwide. Most remote master: - Training via a multimedia platform: forum, wiki, reactivity. - A interactivity between students on the campus of UCO and students of distance courses. ADMISSION Master 1: Students holding one of the following degrees have access as of right to the Master: - Bachelor of Science of language courses FLE - License languages ​​courses FLE - Degree in modern literature courses FLE students holders other advanced degrees (French or foreign) may apply for admission through the validation process of personal and professional experience. Master 2: The students received the examination papers of the first year of a master teaching languages ​​have access to the second year of training master after studying their case. Students holding other advanced degrees (French or foreign) may apply for admission through the validation process of personal and professional experience. TUITION FEES 2014-2015 - From € 3,450 / year (based on revenue) - Training for eligible higher education scholarships. [-]

Master's Degree In Teacher Education And Compulsory Secondary School, Vocational Training And Language Teaching

Universidad Pontificia De Salamanca
Campus Full time 1 year September 2017 Spain Salamanca

The main objective of the Master's Degree is to provide the teacher training required by current legislation future teachers of Secondary Education, [+]

Masters in Teaching in Europe 2017. GOALS The main objective of the Master's Degree is to provide the teacher training required by current legislation future teachers of Secondary Education, Vocational Training and Language Teaching and as a prerequisite for admission to the Corps of Professors enabled the teaching in them. This official title, approved in BOE (No. 244 of October 9, 2009) is organized by theoretical and practical and interdisciplinary applicative structure and updated training. It offers students, future teachers and counselors, content and skills that enable their professional training, interacting the theoretical foundation with practical action in secondary schools and vocational training. In this Master practicum personalized and individualized follow the teaching-learning process is performed. Each student is supervised by a professor at the UPSA and a teacher at the center where he made his professional training. ICE, University department responsible for it, maintained for decades cooperation agreements with numerous schools for the implementation of these practices, as well as a close relationship with principals, teachers and counselors. Likewise, it has a staff of experienced teachers of the Faculty of Education, Psychology, Computer, Communication, Philosophy, Health Sciences UPSA and collaboration of professionals from various specialties in schools. It is the 4th best Master of Education ranking of 250 master's programs, conducted by the newspaper El Mundo, grouped by different areas and categories, having in previous positions any Master Teacher Training. The results of this study reveal the most popular titles, career opportunities or universities and most prestigious Business Schools. For its preparation graduate programs analyzed 1200 to select the top 5 másteres 50 specialties. professional profiles Teachers ESO, Baccalaureate, FP and Languages CURRICULUM general program (except specialty Educational Guidance) Generic block Module I: Learning and Personality Development (4 ECTS) Module II: Processes and Educational Contexts (8 ECTS) Module III: Society, Family and Education (4 ECTS) block specific Module IV: Supplements for Disciplinary Training (8 ECTS) Module V: Learning and Teaching of the relevant areas (12 ECTS) Module VI: Teaching Innovation and Introduction to Educational Research (4 ECTS) Practicum (14 ECTS). UPSA facilitate the realization of the Practicum in centers of secondary school and FP authorized by the Junta de Castilla y León. END OF MASTERS (6 ECTS) Educational Guidance Program Generic block: Module I: development, learning and education (2 ECTS) Module II: Processes and educational contexts (8 ECTS) Module III: Society, Family and Education (4 ECTS) Block Specific: Module IV: The areas of educational guidance and educational psychology counseling (6 ECTS) Module V: Processes educational guidance and educational psychology counseling (6 ECTS) Module VI: Inclusive education and attention to diversity (6 ECTS) Module VII: Research and educational innovation and change management (6 ECTS) Practicum (14 ECTS). UPSA facilitate the realization of the Practicum in centers of secondary school and FP authorized by the Junta de Castilla y Leon, the Community of Madrid or the Board of Extremadura, entities with which it has agreements. END OF MASTERS (8 ECTS) Methodology Master's degree which includes: Practical classes Development of practical assumptions about processes and contexts teacher secondary school and FP Support virtual learning platform. Resolution of case studies, analysis of graphics, visual documents, etc. Interdisciplinary seminars and monographic workshops involving teachers type of UPSA, teachers and counselors secondary school and FP and Master students. individual tutoring and individualized monitoring of the process of teaching and student learning. Theoretical classes: Exhibition by teachers of the fundamental contents of the materials. Practicum: tutored (tutor in the center and tutor at the UPSA) in centers of secondary school and FP Duration and price One academic year: September to June Start Date: September 2016 Price: 73 € credit (€ 4,380) Places offered: 60 seats new entrants. Specialty Educational Guidance: 35. Location: Salamanca Contact: ice@upsa.es [-]

Μεταπτυχιακό στην Ειδική Εκπαίδευση

Frederick University
Online & Campus Combined Full time Part time 18 - 36 months September 2017 Cyprus Cyprus Online + 1 more

Το Μεταπτυχιακό Πρόγραμμα στην Ειδική Εκπαίδευση στοχεύει στην παροχή γνώσεων και δεξιοτήτων, τόσο σε θεωρητικό όσο και σε πρακτικό επίπεδο, οι οποίες είναι απαραίτητες για την εκπαίδευση και υποστήριξη των μαθητών με ειδικές εκπαιδευτικές ανάγκες στα γενικά και τα ειδικά σχολεία. Στοχεύει στην παροχή γνώσεων, στην ευαισθητοποίηση, και στην εκπαίδευση πτυχιούχων Παιδαγωγικών και άλλων Πανεπιστημιακών Τμημάτων σε θέματα Ειδικής Ενταξιακής Εκπαίδευσης. [+]

Βασικοί Σκοποί Το Μεταπτυχιακό Πρόγραμμα στην Ειδική Εκπαίδευση στοχεύει στην παροχή γνώσεων και δεξιοτήτων, τόσο σε θεωρητικό όσο και σε πρακτικό επίπεδο, οι οποίες είναι απαραίτητες για την εκπαίδευση και υποστήριξη των μαθητών με ειδικές εκπαιδευτικές ανάγκες στα γενικά και τα ειδικά σχολεία. Στοχεύει στην παροχή γνώσεων, στην ευαισθητοποίηση, και στην εκπαίδευση πτυχιούχων Παιδαγωγικών και άλλων Πανεπιστημιακών Τμημάτων σε θέματα Ειδικής Ενταξιακής Εκπαίδευσης. Το πρόγραμμα αυτό θα παρέχει επιστημονική ενημέρωση όσον αφορά τον εντοπισμό, την αξιολόγηση αλλά και την αντιμετώπιση παιδιών με ειδικές ανάγκες μέσα στο γενικό σχολείο (γενική τάξη, ειδική μονάδα, ή εξατομικευμένη ειδική εκπαίδευση) αλλά και σε άλλους χώρους παροχής ειδικής εκπαίδευσης. Το παρόν Πρόγραμμα θα δώσει επίσης την ευκαιρία για την διεξαγωγή ερευνητικών έργων σε ένα τομέα στον οποίο δεν έχουν διεξαχθεί πολλές έρευνες μέχρι σήμερα, τουλάχιστον στον Κυπριακό χώρο. Κάθε μαθητής έχει διαφορετικά χαρακτηριστικά σε σχέση με την ψυχοσωματική του ανάπτυξη, τη γνωστική και γλωσσική του ικανότητα, την κοινωνικοποίηση και τη συναισθηματική του ανάπτυξη, στις περισσότερες περιπτώσεις οι διαφορές μεταξύ των παιδιών δεν είναι τόσο μεγάλες που θα χρειαζόταν διαφορετική προσέγγιση, σε άλλες όμως περιπτώσεις παιδιά παρουσιάζουν τέτοιες διαφορές με τα υπόλοιπα παιδιά της ίδια χρονολογικής ηλικίας που χρειάζεται ειδική εκπαιδευτική βοήθεια για να μπορέσει το παιδί να πάρει τα μέγιστα από την εκπαίδευση. Το πρόγραμμα στοχεύει στο να προετοιμάσει τον εκπαιδευτικό να εκπαιδεύσει, παιδαγωγήσει, στηρίξει, και γενικά να ενσωματώσει το παιδί στο σχολείο με συνέπεια και την καλύτερη ενσωμάτωση του στην κοινωνία. Τα μαθήματα του προγράμματος συμπεριλαμβάνουν θεωρητικά μαθήματα που ασχολούνται με γενικά, ειδικά και σύγχρονα θέματα ειδικής αγωγής και εκπαίδευσης αλλά και πιο πρακτικά μαθήματα που αφορούν στην διδακτική μεθοδολογία και στις στρατηγικές που χρησιμοποιούνται στην ειδική εκπαίδευση και την αντιρατσιστική αγωγή. Επίσης, μεταξύ άλλων, παρουσιάζεται η αναπτυξιακή πορεία σε όλους τους τομείς ανάπτυξης και οι πιθανές αποκλίσεις που μπορεί να υπάρξουν, αλλά και η συμπτωματολογία ποικίλων ειδικών αναγκών και ο τρόπος αξιολόγησης στην ειδική εκπαίδευση. Ο στόχος συνολικά είναι οι φοιτητές να αποκτήσουν ένα ευρύ και σταθερό επιστημονικό και παιδαγωγικό υπόβαθρο σε σχέση με την ενσωμάτωση συγκεκριμένων ομάδων μαθητών στις εκπαιδευτικές διαδικασίες αλλά και στην προαγωγή της ψυχοκοινωνικής του εξέλιξης. Αναμενόμενα Μαθησιακά Αποτελέσματα ή Στόχοι του Προγράμματος Με την επιτυχή συμπλήρωση του προγράμματος οι φοιτητές / - τριες αναμένεται να γνωρίζουν και να βλέπουν με κριτικό πνεύμα το σύνολο των θεμάτων που αφορούν την Ειδική Αγωγή και Εκπαίδευση. Πιο συγκεκριμένα αναμένεται: να γνωρίζουν θέματα που αφορούν: τον εννοιολογικό προσδιορισμό της ενιαίας και ενταξιακής εκπαίδευσης, διαφορετικά μοντέλα προσέγγισης της αναπηρίας, την ιστορική και θεσμική εξέλιξη της ειδικής αγωγής και του αιτήματος για ενταξιακή εκπαίδευση, καθώς και ζητήματα που αφορούν την εκπαιδευτική πράξη, όπως οι δομές και λειτουργίες του ειδικού και ενταξιακού σχολείου και η διαφοροποιημένη προσέγγιση στη διδασκαλία. να κατανοούν και να ενσωματώνουν βασικές έννοιες της ΠΕ και εναλλακτικά μοντέλα στη διαχείριση δύσκολων περιπτώσεων/μαθητών με Ειδικές εκπαιδευτικές Ανάγκες (ΕΕΑ). να κατανοούν θεωρητικά τα μοντέλα αλλά και να κάνουν κριτική ανάλυση των διαφόρων μεθόδων και ψυχοπαιδαγωγικών τεχνικών που χρησιμοποιούνται στο πλαίσιο της τάξης για την προαγωγή της ένταξης των μαθητών με ιδιαίτερες δυσκολίες. να έχουν μία διαφορετική αντίληψη για το σχολικό πλαίσιο, και να μπορούν να συνεργάζονται με άλλους ειδικούς και γονείς σε μία πάντοτε ενταξιακή υποστηρικτική προοπτική των μαθητών με ΕΕΑ. να κατανοούν τις βασικές αρχές οι οποίες διέπουν την ανάπτυξη του ατόμου στους βασικούς τομείς κατά τη διάρκεια της βρεφικής, νηπιακής, σχολικής και εφηβικής ηλικίας και να γνωρίσουν την τυπική πορεία της ανάπτυξης σε αυτούς τους τομείς. Επίσης, να κατανοούν την αλληλεπίδραση μεταξύ γενετικών και περιβαλλοντικών παραγόντων κατά τη διάρκεια της ανάπτυξης. να γνωρίζουν τις πιθανές αποκλίσεις από την τυπική πορεία της ανάπτυξης, με ειδικότερους στόχους την εξοικείωσή τους με βασικά θέματα της ψυχοπαθολογίας του παιδιού και του εφήβου, την ευαισθητοποίησή τους ως προς τους ειδικούς τρόπους προσέγγισης που απαιτούνται στις περιπτώσεις των παιδιών και των εφήβων με αναπτυξιακά προβλήματα και την επαφή τους με τις βασικές θεραπευτικές μεθόδους για την αντιμετώπιση των προβλημάτων αυτών. να κατανοούν και να διενεργούν με ευαισθησία και επιτυχία μεθόδους αξιολόγησης, με σκοπό την αναγνώριση των ειδικών αναγκών και την ανάπτυξη των δεξιοτήτων των μαθητών, μέσα σε ένα περιβάλλον ένταξης όλων των παιδιών. να γνωρίζουν ποικίλες μορφές ειδικών αναγκών, τους αιτιολογικούς παράγοντες, τα διαγνωστικά κριτήρια και τα χαρακτηριστικά των πιο συχνών διαταραχών/δυσκολιών/αναπηριών. να κατανοούν βασικές μεθόδους σχεδιασμού, διεξαγωγής και κριτικής ανάλυσης της έρευνας και ειδικότερα της εκπαιδευτικής έρευνας σε θέματα Ειδικής και Ενιαίας Εκπαίδευσης. να είναι σε θέση να σχεδιάζουν και να αναπτύσσουν είτε ποιοτική είτε ποσοτική έρευνα Διάρκεια Σπουδών Η διάρκεια του προγράμματος, τόσο για τα συμβατικά και εξ αποστάσεως προγράμματα σπουδών είναι η ίδια, ως εξής: Πλήρης φοίτηση: τρία ακαδημαϊκά εξάμηνα (18 μήνες) Μερική φοίτηση: έξι ακαδημαϊκά εξάμηνα (36 μήνες) Σε περίπτωση που οι φοιτητές αποτύχουν σε ένα μάθημα ή για οποιοδήποτε άλλο λόγο, δεν μπορούν να ολοκληρώσουν τις σπουδές τους στον αναμενόμενο χρόνο, η διάρκεια των σπουδών μπορεί να παραταθεί. Ο χρόνος επέκτασης θα διαμορφωθεί σύμφωνα με τον Εσωτερικό Κανονισμό του Πανεπιστημίου Frederick, σχετικά με την αποφοίτηση των φοιτητών , ο οποίος ορίζει ότι η μέγιστη διάρκεια σπουδών 6 εξάμηνα και για μερική φοίτηση 12 εξάμηνα. ... [-]

Master Teacher Training For Spanish-speaking Mandarin Chinese

Instituto Universitario de Investigación Ortega Y Gasset
Campus Full time 1 year June 2017 Spain Madrid

In order to meet the growing interest and demand in Spain and throughout Latin America by knowledge of Mandarin, Click Asia. [+]

Masters in Teaching in Europe 2017. Issuing institution: Universitario Ortega y Gasset Research Institute and Click Asia Presentation and objectives In order to meet the growing interest and demand in Spain and throughout Latin America by knowledge of Mandarin, Click Asia. Center of Oriental Languages ​​and Ortega-Marañón Foundation promote the realization of a training and masters courses for university students from China or sinohablantes of other nationalities who wish to specialize in teaching their native language to Spanish, Spanish-speaking US and Latin America in general, where China has a growing influence derived from its significant investments in the region. In this sense, the Master gives teachers a theoretical knowledge of Mandarin and the methodology used for teaching in Spanish-speaking societies. Program Development The course takes place from September 2015 to June 2016. 6 months 3 months theoretical and practical. The Master is taught in the cities of Madrid and Barcelona. The theoretical part is taught at the University Research Institute Ortega y Gasset (affiliated with the Complutense University of Madrid center) and Click Asia. The practical part is carried out in schools in Barcelona and Madrid which has reached a collaboration agreement. These practices consist in teaching classes for beginners Mandarin Chinese language teaching at primary and / or secondary and students of the Complutense University of Madrid. These aspiring teachers, probationary period, shall at all times support and advice of Click Asia, specialized in teaching oriental languages ​​based in Barcelona, ​​promoter of the project center. Requirements adminisión Possession of a university degree and a level of English IELTS 6.5 or equivalent. For students who are not of Chinese nationality or origin sinohablante must demonstrate a level of Mandarin equivalent to HSK-6. Theme The Master program consists of 60 ECTS, which are distributed as follows: Program in Madrid (Fundación Ortega y Gasset-Gregorio Maranon) - Methodology of teaching grammar (2 ECTS) - The teaching of phonics and vocabulary (2 ECTS) - History, culture and Western society (2 ECTS) - The use of literature and film in the classroom (2 ECTS) - The art and theater as language learning tools (2 ECTS) - The use of ICT in the classroom (2 ECTS) - The teaching of languages ​​for specific purposes (2 ECTS) - planning and classroom management (2 ECTS) - Development of training materials based on Western culture (2 ECTS) - Masters Final Project (6 ECTS) - Spanish Course (optional) Program in Barcelona (Click Asia) - Introduction to Chinese and Chinese language teaching (3 ECTS) - Chinese Linguistics (2 ECTS) - Chinese pronunciation and oral expression (2 ECTS) - Chinese Syntactic Structures (2 ECTS) - Culture of Chinese characters (2 ECTS ) - Theories and applications of Chinese characters (2 ECTS) - Materials and methods for teaching the Chinese language (2 ECTS) - Material analysis and evaluation (2 ECTS) - Chinese Teaching and digital multimedia applications (2 ECTS) - Testing and evaluation (2 ECTS) - Innovative Teaching Chinese as a second language: Theory and Practice (3 ECTS) Practices (Madrid or Barcelona) 12 ECTS [-]

Master in TESOL

Bath Spa University
Campus Full time Part time 1 - 2 years September 2017 United Kingdom Bath + 1 more

The MA Teaching English to Speakers of Other Languages (TESOL) programme is for people who wish to teach English as a second [+]

Why study Teaching English to Speakers of Other Languages (TESOL)? The MA Teaching English to Speakers of Other Languages (TESOL) programme is for people who wish to teach English as a second or foreign language, or further develop their TESOL career prospects. The MA TESOL at Bath Spa University is one of the few TESOL programmes in the UK which incorporates a teaching practice component and is designed for both experienced teachers and those with little or no previous teaching experience. The programme aims to develop confident, well informed, resourceful language teaching practitioners who are capable of designing and teaching comprehensive language programmes. At the same time you will extend your own knowledge base by engaging in independent research into your own practice and setting. The programme recognises and values your professional, cultural and life experiences and you will develop and explore these experiences during the programme. This will enhance your professional knowledge and understanding through reflection, aided by theoretical input and practical application. Context specific professional development is an important element in the programme as we prepare you to return to your home country with an adaptable knowledge base for your particular setting. Entry requirements Students will typically have a good undergraduate degree (at least a 2:1) in an appropriate specialism from a recognised higher education institution. Teaching experience is welcome but not essential. Accreditation of Prior Learning (APL) can be offered if you have successfully completed previous Level 6 or 7 modules at another university. We will require a full transcript from the awarding university. It is also possible to gain accreditation for other kinds of professional development by compiling an independent study portfolio of professional development (APEL - Accreditation of Prior Experiential Learning). Students wishing to take the Independent Study module in the first trimester must supply evidence of teaching experience in the form of a letter from a past/current employer. The decision to allow a student to follow the independent study option will be taken by the Award Leader after discussion with the student and considering the evidence provided. International students, whose first language is not English, are required to have a minimum language level of IELTS 6.5 or equivalent. Career opportunities Students who complete the MA TESOL will have many career opportunities including: English language teaching (general or specialised), language teacher trainer, materials writing, curriculum development, language textbook editor, Director of Studies/Assistant Director of Studies, PhD studies. [-]

Master in Training Teachers of General Subjects at Lower and Higher Secondary Schools - Mathematics

Charles University Faculty of Education
Campus Full time Part time 2 years October 2017 Czech Republic Prague + 1 more

The goal of the study is to provide graduates with complete master education which will prepare them for the profession of a mathematics teacher at the lower and upper secondary schools of all types. The study is based on the balance of cognitive, didactic and pedagogic-psychological parts of teacher education. [+]

Masters in Teaching in Europe 2017. The goal of the study is to provide graduates with complete master education which will prepare them for the profession of a mathematics teacher at the lower and upper secondary schools of all types. The study is based on the balance of cognitive, didactic and pedagogic-psychological parts of teacher education. An emphasis is put on the use of didactic innovations in the teaching of mathematics with regard to the up-to-date didactic conceptions. The graduates will be prepared for the construction of school educational programmes with the focus on the integration of various areas of mathematics (arithmetic, algebra, geometry, statistics, financial mathematics, etc.) and various educational fields. The graduates will acquire sufficient amount of knowledge and skills to work in a differentiated way with pupils talented for mathematics. Description of the entrance examination and evaluation criteria 1. Oral exam. Maximum number of points is 30 (2 questions, 15 points each). The oral examination consists of problem solving and a theoretical part. The applicant is asked to bring a list of completed mathematical courses with brief syllabuses from the previous university study. 2. Oral exam – assessing the applicants’ general awareness of pedagogy and psychology, and their motivation to study the chosen subjects – a maximum score of 30 points. Total score – 60 points maximum. Topics Basics of mathematics (mathematical logic, sets); positional systems, divisibility tests, Diophantine equations, Euclidean algorithm, congruence; linear algebra (matrices, determinants, systems of linear equations, vector spaces, linear mappings); relational structures (order, equivalence); polynomials (algebraic and functional definitions of the polynomial, divisibility, algebraic and numerical solutions to equations); vectors, shapes in E2, E3, E4 and their incidence relationships studied via vectors; coordinate systems, basis; algebraic structures (group, field, ring, homomorphism, isomorphism); geometric transformations in a synthetic and analytic ways in E2: congruencies in plane (combination, classification, group of congruence); similar transformations in plane (classification, group of similarities); homothety (Monge theorem, Menelaus theorem); affine transformations in A2 (classification, synthetic and analytic descriptions, group of affine transformations); circle inversion, problems of Appolonius; conics (affine and metric properties); elementary functions; calculus (continuity, limit and derivative – definition, properties, calculation; properties of functions continuous on an interval; mean value theorem; maximum and minimum; properties of a function and the construction of its graph); integrals (primitive function and definite integral – definition, properties, calculation; use in geometry, improper integral); differential equations (simple equations with independent variables, linear differential equations of the first order; linear differential equations of the second order with constant variables – general solution and solution with an initial condition); number sequences and series (number sequences – properties, limit of a sequence and its calculation; number series – properties, convergence criteria for series with non-negative terms, alternating series, absolute and non-absolute convergence). Conditions for admission Candidates are admitted to study if they meet all admission requirements: 1. to deliver a certified copy of completion of Bachelor’s degree programme, 2. to pass an entrance examination and reach at least one point in each part and reach required number of points determined by the Dean Information on the exercise of graduates Graduates gain knowledge and skills necessary for the profession of a fully qualified mathematics teacher at the lower and upper secondary levels. They have rich mathematical, didactic and pedagogic-psychological education. They can apply modern didactic methods and forms of work in a creative way in their teaching of mathematics at different levels and types of schools. They are able to identify both talented pupils and pupils with special needs in mathematics and provide them with appropriate help. They can work outside the school system, for instance, in media, offices and institutions aimed at education and work with talented pupils in mathematics. They can continue their education within the PhD study in Mathematics Education. [-]

Master's Degree In Teacher Education And Compulsory Secondary School, Vocational Training And Language Teaching

San Jorge University / Fundacion Universidad San Jorge
Online & Campus Combined Full time 1 year October 2017 Spain Zaragoza

The Master in Training Professor of Secondary Education and Baccalaureate, is aimed at providing the teaching future of Secondary psychological and pedagogical foundations of teaching expertise and teaching practices necessary to successfully meet the educational task. Its main aim is that future teachers have the resources necessary for personalized attention, innovation in teaching and educational research, responding to the needs experienced teachers today and the growing demands that society requires of teachers. [+]

The Master in Training Professor of Secondary Education and Baccalaureate, is aimed at providing the teaching future of Secondary psychological and pedagogical foundations of teaching expertise and teaching practices necessary to successfully meet the educational task. Its main aim is that future teachers have the resources necessary for personalized attention, innovation in teaching and educational research, responding to the needs experienced teachers today and the growing demands that society requires of teachers. The Master in Training Professor of Compulsory Secondary Education trained to be a teacher public and private schools (Compulsory Secondary Education, Centers for Adult Education), in accordance with the provisions of the second paragraph of Agreement of Council of Ministers of 14 December 2007 laying down conditions that must adapt the plans of studies leading to the obtaining of titles that enable for the exercise of regulated Professor of Compulsory Secondary Education, Vocational Education and Training professions are established Language, published in the "Official Gazette" of December 21, 2007 by Resolution of the Secretary of State for Universities and Research December 17, 2007 and the provisions ORDER ECI / 3858/2007, dated December 27 2007. Objectives and Skills The overall objective is to train professional teachers, based on the knowledge of their respective degrees of origin, develop professional skills in the field of teacher training to obtain official qualifications needed to access the teaching profession to which it refers Article 100.2 of the Organic Law 2/2006 of May 3, Education, and develop the competencies established in the RD 1393/2007 and the Order ECI 3858/2007 of 27 December. Program MODULE KIND CREDITS SPECIFIC IN EXPERIMENTAL MATHEMATICS AND SCIENCE Optional 24 SPECIFIC PHYSICAL EDUCATION Optional 24 SPECIFIC EDUCATION IN PLASTIC, DRAWING, AND COMPUTER TECHNOLOGY Optional 24 SPECIFIC IN SOCIAL SCIENCES AND HUMANITIES Optional 24 SPECIFIC FOREIGN LANGUAGES AND LANGUAGE TEACHING Optional 24 SPECIFIC IN CASTELLANA LENGaUA AND LITERATURE Optional 24 GENERIC mandatory 18 PRACTICUM mandatory 12 END OF MASTER WORK mandatory 6 - Total 108 [-]

Master's Degree Programme in Teacher Education, M.Ed.

University of Tampere
Campus Full time 2 years August 2017 Finland Tampere

Building better opportunities [+]

Masters in Teaching in Europe 2017. Apply on 1 December 2016 - 13 January 2017 Degree: Master of Arts (Education) Duration: 2 years Extent: 120 ECTS Start date: August 2017 Tuition fee for non-EU/EEA students: 10 000 € / year Read more about Scholarships The programme is designed for qualified teachers with a Bachelor’s degree in one of the various fields of education. It aims at integrating the most essential research in curriculum studies, educational psychology, inclusive education, and pedagogical leadership to provide tools for the development of school education. The instructional focus of the programme is on school community efficacy and on enhancing students’ abilities to develop a modern theoretical approach for their teaching and for student learning. The studies aim at educating teachers who are able to think analytically and critically, solve problems, and work as teacher-researchers. The programme leans on implementing international, up-to-date research in education and related fields. It is intended to benefit teachers from primary to higher education levels. Study objectives After you have completed the Master’s Degree Programme in Teacher Education, you will have the competencies to: understand the preconditions of learning and education and the significance of the teaching profession for societal development develop new ways of teaching and learning in your school on the basis of contemporary research make ethically justifiable choices, present well-grounded argumentations, and defend educational values engage in research in the field of educational sciences Study contents The programme consists of versatile core studies in inclusive education, curriculum studies, evaluation of teaching, learning and education, and in leadership in educational organisations. In addition, the students are offered thorough studies on quantitative and qualitative research methods and practices. They also have the possibility to include optional studies from other fields of science into their degree. The programme highlights include first-hand experience of Finnish school with classroom observation, and high-quality thesis supervision by professionals with expertise in research, teacher training and teaching in school. The intensive collaboration between the School of Education and the Teacher Training School of the University of Tampere provides our students with an indispensable knowledge of the integration of theory and practice in education. Career opportunities The programme gives competencies to work with development of curricula, learning environments, instruction, and schools. Its focus is on the development of well-being of the school community, quality of learning, and research-based teaching. It gives insight and competencies to utilize the best elements of the Finnish education system in various cultural contexts. Graduates are able to work not only as traditional teachers but also as mentors, and organisers and developers of learning. They have the qualifications to develop innovative educational practices, curricula, and schools, and build better opportunities for our children and youth.* *) The programme is designed for qualified teachers who wish to expand their professional expertise. It does not lead to a teaching qualification. Eligibility Eligibility criteria to the Master's Degree Programme in Teacher Education consist of two parts: the University of Tampere general eligibility criteria and the programme-specific eligibility criteria. The programme-specific criteria specify and/or supplement the general criteria. Applicants must meet both in order to be considered eligible. General eligibility To be eligible to apply for a Master's programme at UTA, an applicant must have a completed university level Bachelor's degree or equivalent in the field of the desired programme or in a closely related subject AND fluency in English sufficiently advanced for academic studies. Programme-specific eligibility criteria To be eligible to apply to the Master’s Degree Programme in Teacher Education, an applicant must have: a Bachelor's or higher university degree from a university or a university of applied sciences (no specific field required), AND a formal teaching qualification (certified teacher) in the country where the Bachelor’s degree certificate was issued. Applicants must send an official certificate or a description of the content of their formal teaching qualification, and provide a link to a website where this information can be verified (university, ministry, etc.). The Bachelor's degree or equivalent must be completed by the time the programme begins. If the degree is not completed by the end of the application period, an applicant can be accepted to the programme on the condition that s/he sends an officially authenticated copy of the degree certificate to the University by 31 July 2017. If the certificate is not issued in English, Finnish or Swedish, an officially confirmed, complete and precise translation into one of these languages must be included. The degree certificate must reach the University by the deadline. A successful applicant will, in this case, first receive a notification on conditional acceptance and later an official letter of acceptance once the degree certificate has reached the University. The programme is designed for qualified teachers who wish to expand their professional expertise. It does not lead to a teaching qualification. [-]

Master of Teaching in Social Sciences

University of Twente
Campus Full time 1 year September 2017 Netherlands Enschede

This Master of Teaching in Social Sciences programme enables participants to become teachers of social sciences by acquiring a first-class teaching qualification. You are then qualified to teach ... [+]

Have you ever thought about studying for a qualification to enable you to teach social sciences?

 

This master’s programme enables participants to become teachers of social sciences by acquiring a first-class teaching qualification. You are then qualified to teach social sciences in secondary schools and higher professional educational programmes at Universities of Applied Sciences.

 

The programme is full time for one year. However, it is also possible to complete this programme part-time if you are currently working in education or if you are offered a teaching position while studying. Language of instruction is Dutch.

 

This programme has no specializations.... [-]


Master in Advanced Learning and Teaching Technologies

University of Geneva
Campus Full time 4 semesters February 2017 Switzerland Geneva

The Master in Advanced Learning and Teaching Technologies is designed to teach students how to use new technologies in the field of education. It focuses on analysing and designing computerised learning environments and on managing multimedia pedagogical and e-learning projects. Students may do one or several work placements. [+]

Masters in Teaching in Europe 2017. Master in Advanced Learning and Teaching Technologies The Master in Advanced Learning and Teaching Technologies is designed to teach students how to use new technologies in the field of education. It focuses on analysing and designing computerised learning environments and on managing multimedia pedagogical and e-learning projects. Students may do one or several work placements. Curriculum Required courses (66Credits) : Information and communication sciences and technologies; Pedagogical VIdeo games; Media communication and e-learning; User-friendly and ergonomic design; Research methodology for education technologies, etc. Electives (66Credits) Internship (66Credits) Dissertation (66Credits) Mobility Students may go on exchange regardless of how many credits they have completed at the Faculty. Students may earn up to 30 credits while on exchange. www.unige.ch/exchange Opportunities Teaching and training: head of training facilities, e-learning instructor, ICT teacher trainer, head of ICT in educational establishments; Education engineering: multimedia developer, course designer; Academic researcher; Ergonomist, corporate NICT expert, webmaster, community manager, etc. Admission Criteria A Bachelor’s degree or equivalent degree. Merit-based admission. For more information: tecfalabs.unige.ch/maltt/futurs-etudiants/admission Applications Deadline: 30 April 2017 (28 February 2017 for applicants who require a visa under Swiss Confederation regulations) Deadline for applications: 15 June 2017. Applications should be sent to Ms. Aline Meyer, Academic Advisor www.unige.ch/enrolment admissions.unige.ch [-]