Master Program in Higher Education in Europe

Find Masters Programs in Higher Education in Europe 2017

Higher Education

A masters refers to the completion of a graduate study program that prepares students to further their knowledge of a specific subject or advance their careers. The majority of masters are granted by state or public universities.

A Master in Higher Education is ideal for students who are interested in following careers within the higher education industry, teaching them how to lead, develop policy, finance and budget programs, and work within a faculty environment.

Europe is the sixth largest continent and includes 47 countries and assorted dependencies, islands and territories. It is bordered by the Mediterranean Sea to the south, Asia to the east, and the Atlantic Ocean to the West.

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Máster Universitario en Educación Universitaria

University of Europe
Campus Full time April 2017 Netherlands Amsterdam

El Máster en Educación Universitaria es una titulación reconocida en el ámbito europeo, de alta calidad y especificidad universitaria, que permite a los profesores universitarios alcanzar la especialización que se les requiere, al mismo tiempo que les abre las puertas a un programa de Doctorado en Educación. [+]

Masters in Higher Education in Europe 2017. El Máster en Educación Universitaria es una titulación reconocida en el ámbito europeo, de alta calidad y especificidad universitaria, que permite a los profesores universitarios alcanzar la especialización que se les requiere, al mismo tiempo que les abre las puertas a un programa de Doctorado en Educación. De igual manera, este recorrido formativo puede ser desarrollado por profesionales con una cualificación previa y sin experiencia en el ámbito de la docencia universitaria que deseen reforzar su formación. Los objetivos de esta titulación se centran en la mejora de la cualificación como docente universitario por medio del conocimiento aplicado a las áreas de la gestión universitaria didáctico-pedagógica, la investigación, la innovación y el uso de tecnologías que debe dominar un profesor universitario en nuestro tiempo. Los principales argumentos diferenciales de este Máster son los siguientes: Toda la carga lectiva se ofrece online, ofreciendo al estudiante una gran flexibilidad organizativa . Permite profundizar en todas las dimensiones que debe tener la formación docente universitaria. Facilta el acceso a prácticas en un gran número de universidades. Es la plataforma idónea para iniciarse en la investigación orientada a la docencia universitaria. Academic program MÓDULO I. EL CONTEXTO DE LA EDUCACIÓN SUPERIOR MÓDULO II. ACTORES Y ESCENARIOS MÓDULO III. EL PROCESO DE ENSEÑANZA-APRENDIZAJE I MÓDULO IV. EL PROCESO DE ENSEÑANZA-APRENDIZAJE II MÓDULO V. SEGUIMIENTO Y EVALUACIÓN DEL PROCESO DE APRENDIZAJE MÓDULO VI. LAS TICS EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE MÓDULO VII. LA PRÁCTICA PROFESIONAL: PRÁCTICUM MÓDULO VIII. INICIACIÓN A LA INVESTIGACIÓN EDUCATIVA MÓDULO IX. INNOVACIÓN DOCENTE MÓDULO X. TRABAJO FIN DE MÁSTER Accreditation Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA) Testimonials “La docencia siempre ha sido una de mis pasiones, y el Máster Universitario en Educación Universitaria de la Universidad Europea me ha ayudado a profundizar en una de sus vertientes: la educación superior. Desde septiembre de 2013 hasta enero de 2015 he sido alumno del Máster y he conseguido, bajo una metodología eminentemente práctica y de un modo transversal a todas las disciplinas, avanzar en el conocimiento de la educación superior a nivel mundial; establecer, poner en práctica y evaluar procesos de enseñanza y aprendizaje bajo las más modernas metodologías activas; profundizar en el uso de las TIC para dichos procesos, además de conocer y ejecutar las principales innovaciones docentes. Gracias a los módulos de Investigación Educativa y Trabajo Fin de Máster he conseguido adentrarme en la realidad investigadora del docente universitario, aproximándome a ese apasionante mundo de la educación. Profesores involucrados y motivadores, compañeros online desde Tokio hasta Perú y un período de prácticas como profesor en la Universidad Europea (Madrid) han hecho que reafirme mi pasión y quiera, en un futuro, compaginar mi profesión con la docencia. A pesar de vivir en Galicia, estoy actualmente cursando mi tercera titulación en la Universidad Europea ya que disponen de modelos adaptados a profesionales en activo (100% online o semipresencial fin de semana). Te la recomiendo para tu formación para que puedas sentir como, desde el primer día, estarás preparándote para el mundo real.” Perfecto Penela Espiña Alumno de la Tercera Edición [-]

Master in Primary Education

Hibernia College
Online & Campus Combined Part time 18 - 24  April 2017 Ireland Dublin

The Master in Primary Education - Professional Master of Education in Post Primary Education was established to encourage a broader range of people to consider primary school teaching as a profession by providing a more flexible route to becoming a fully qualified teacher and it is not a requirement to have prior teaching experience to be eligible to apply for this course. [+]

The master in Primary Education - Professional Master of Education in Post Primary Education was established to encourage a broader range of people to consider primary school teaching as a profession by providing a more flexible route to becoming a fully qualified teacher and it is not a requirement to have prior teaching experience to be eligible to apply for this course. Due to the structure of the programme and the funding eligibility criteria we can only accept applications from Ireland. Blended Online Master in Primary Education The design of the master in primary education, blending online and face-to-face tuition, is ideal for anyone who does not have easy access to one of the traditional education providers or who doesn’t have time to spend commuting to and from lectures daily. Online study with Hibernia Hibernia College has a proven track record in delivering a dynamic online study experience that offer learners maximum support. Our online model is successful because it is dedicated to helping professionals meet their current work challenges and by continually building on the interactions of students and faculty. We provide you with a personal academic advisor, who will guide you through the programme to ensure your success. Since its first intake of students in 2003, Hibernia College’s primary teacher education has grown to the point where it now provides more primary school teachers each year than any other course in the country. Its graduates now work as teachers and principals in schools nationwide and are highly regarded by the teaching community. Accredited Master of Primary Education The programme results in a HETAC Level 9 award. Masters Degree in Primary Education - Subjects The aim of the degree in primary education 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 1 - Module 2 Core Teaching Methodologies - Module 3 Teaching Subject Mastery - Module 4 Teaching Methodologies - Module 5 School Experience and Professional Practice 1, School Experience and Professional Practice 2, Behavioural Issues and Special Educational Needs - Module 6 Foundations of Education 2 - Module 7 Advanced School Experience and Professional Practice - Module 8 Research Methods and Research Project [-]

Post Primary Education - Professional Master of Education

Hibernia College
Online & Campus Combined April 2017 Ireland Dublin

Hibernia College Post Primary Education - Professional Master of Education was established to encourage a broader range of people to consider teaching as a profession by providing a more flexible route to becoming a fully qualified post primary school teacher. [+]

Masters in Higher Education in Europe 2017. Hibernia College Post Primary Education - Professional Master of Education was established to encourage a broader range of people to consider teaching as a profession by providing a more flexible route to becoming a fully qualified post primary school teacher. Due to the structure of the programme and the funding eligibility criteria we can only accept applications from Ireland. Blended online professional master of education The programme, which blends online content, virtual learning environments and face-to-face delivery, is designed to develop professionals and experts who are positioned to be leaders in the field of post-primary education. The programme is ideal for anyone who does not have easy access to one of the traditional education providers or who doesn’t have time to spend commuting to and from lectures daily. Online study with Hibernia Hibernia College has a proven track record in delivering a dynamic online study experience that offer learners maximum support. Our online model is successful because it is dedicated to helping professionals meet their current work challenges and by continually building on the interactions of students and faculty. We provide you with a personal academic advisor, who will guide you through the programme to ensure your success. Accredited Post Primary Masters The programme results in a HETAC Level 9 award. Professional Master of Education in Post Primary Education - Subjects The Professional Master of Education in Post Primary Education is accredited for the following 15 teaching subjects: Gaeilge, English, Modern Languages, History, Geography, CSPE, Mathematics, Physics, Chemistry, Biology, Accounting, Business, Economics, Agricultural Science and Music. Educational background in one of the above subjects is required.   [-]

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. [+]

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 [-]

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. [+]

Masters in Higher Education in Europe 2017. 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 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. [+]

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 in Training Teachers of General Subjects at Lower and Higher Secondary Schools - English Language + Music

Charles University Faculty of Education
Campus Full time October 2017 Czech Republic Prague

The core expertise taught within the MA study builds on the preceding BA study programme, and consists of a set of symbiotically interconnected linguistic, literary and didactic disciplines designed to give the graduate substantial knowledge in all these, in correspondence to the MA level. [+]

Masters in Higher Education in Europe 2017. English Language The core expertise taught within the MA study builds on the preceding BA study programme, and consists of a set of symbiotically interconnected linguistic, literary and didactic disciplines designed to give the graduate substantial knowledge in all these, in correspondence to the MA level. Music The aim is to educate a school-leaver who is able to teach music at all kinds and grades of schools. The study is tied with preceding bachelor study, concentrated on gaining special musical knowledge and abilities. Master study degree focuses in collaboration with pedagogical and psychological subjects and with praxis at basic and high schools to development of musical pedagogical skills. The subjects take account of pedagogical orientation of master degree. Description of the entrance examination and evaluation criteria 1. Exam in the first subject – a maximum score of 30 points. 2. Exam in the second subject – a maximum score of 30 points. 3. 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 – 90 points maximum. English Language The entrance exam is conducted as a written text consisting of a linguistic and literary part. The linguistic part (langue disciplines): text analysis with regard to its phonetic, morphological, lexicological and syntactic aspects. A successful applicant needs to be well-versed in all the basic disciplines within the English language system (phonetics, phonology, lexicology, morphology and syntax). The linguistic test plumbs the applicants’ knowledge of the relevant terminology, their ability to properly expound miscellaneous systemic phenomena within their original context, and to give a practical illustration using some concrete language material. The test also includes theoretical syntax (semi-clausal constructions, negations, word order and functional sentence, etc.). The literary part of the test plumbs the applicants’ awareness of literature and literary history, namely in the fields of English and American literature (developmental tendencies, key representatives and canonical works, historical context, etc.) from their historical beginnings until today. Music 1. Interview (max. 15 points) - music theory, harmony, musical forms, history of music (max. 10 points) - description of personal musical experience and plans (max. 5 points) 2. Audition (max. 15 points) - Instrumental (piano or violin obligatory, other instruments facultative) and vocal performance in the complete length of cca 10 minutes Pedagogy and Psychology 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. 1. Exam in the first subject – a maximum score of 30 points. 2. Exam in the second subject – a maximum score of 30 points. 3. 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 – 90 points maximum. 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 Preparatory course It´s possible to ask for individual consultations in advance. Information on the exercise of graduates English Language This graduate is acquainted with the fundamental concepts of, and relations between, the langue and parole disciplines including interdisciplinary approaches, is able to interpret texts of Anglophone literatures, has a good command of the latest theories and methods of English language teaching and can apply his/her knowledge and skills in his/her practice as a teacher. Music The completion of MA degree insures musical knowledge and educational skills. Graduates are able to apply it in the means of current innovative trends. They are qualified to teach music at all levels of schools and music schools as well. Career opportunities include work in the state or the private sphere, children and youth spare-time musical programs. [-]

AIRE EdTech Masters Program

Center for Research and Interdisciplinary (CRI)
Campus Full time 2 years September 2017 France Paris

The aim of this master program is to train future teachers, researchers and entrepreneurs, to provide an understanding of the digital transformations happening in education and to help them design relevant and challenging projects. [+]

Take action to promote education The aim of this master program is to train future teachers, researchers and entrepreneurs, to provide an understanding of the digital transformations happening in education and to help them design relevant and challenging projects. Education is now globalized: teaching supports of all kinds are available at all time and everywhere. If it is stimulated by digital economy, education must also compete with it. Schools are urged by society to encourage students’ creativity and eagerness to learn, to inspire them to undertake and share, to develop their lucidity, critical thinking and sense of solidarity. But this goals can’t easily be reached, in a context of social crises, growing inequalities and demographic needs. It is a challenge we are ready to take-up: education is in need for new entrepreneurs, teachers and researchers, and ideally, people with these three characteristics all at once. We are looking for talented students with a particular interest for exploration, experimentation and research. Our candidates must have the desire to work together on exciting collaborative projects and to contribute now to tomorrow’s education. Foster digital people The EdTech program is part of the AIRE master of the universities Paris Descartes and Paris Diderot. It develops an innovative approach of education and a teaching through research pedagogy. Career opportunities A business/job in a startup or an institution At the exit of the master, graduates Become instructional designers, editorial managers or project managers in startups and publishers Create an educational company in Europe, Africa, America or Asia … Take a teaching assignment Begin a thesis and join a laboratory. Publics At the entrance of the Master, students are Sociology students in educational sciences, biology, cognitive science, design, computer science, engineering sciences, Practicing faculty physicians involved in educational innovation. All are passionate about education and believe that its future is crucial for the future. For some students, it is a step aside for a project. This is the case of doctors who want to take time to imagine a serious game, design a simulator to train surgeons, embarking on a participatory science research, manufacture objects connected in a OpenLab for their research. . This is the case of teachers who seek a breath for a job they love and want to re-imagine. For others it is the beginning of a research curriculum that requires knowledge about learning in a digital society and that will combine several disciplines, computer science, cognitive science, physics, biology, humanities and social. For others still, designers, artists, hackers is a creative field, for sustainable development, sharing economy, the development of “common” knowledge. All meet, to discuss the tech ed (Education and technology) with 3 fields of expertise: The educational philosophy and anthropology of knowledge, digital humanities, social sciences Digital techniques, experimentation Entrepreneurship, project management,brainFoster Cadre The CRI makes available to large communities of teachers and researchers its wide experience in training through research, experience heavily supported on digital technologies used creatively. Many training activities have made it possible to capitalize on active steps the research of information, inverted class, student projects, serious games, practice in laboratory. Master 1 The first year will begin with three weeks of bootcamp aiming to give the students the basics in different computer languages and the use of technology for education purposes. The first semester will give the opportunity to every student to pick 5 courses among our curriculum but we advise the students to attend all of them. Students will do a 5 months internship for their second semester. They will be asked to come back once a week to attend lectures on cognitive science and various matters related to innovation and education. Serious games Learning by doing Scientific communication New technologies to create and share knowledge Pedagogical innovation: what is at stake? How does it happen? Open Science and Open Innovation Cognitive science Internship of 5 months Master 2 The second year will mostly be spent in internships. After an introducing week of project building, the students will have to do three internships of three months each. Workshops and lectures will happen one afternoon every week to deal with innovation analyse and design of educational project. Review and critical analysis of pedagogical innovations Internships 3x 3 months [-]

Master´s Degree in Education - Area of Specialisation in Adult Education and Community Intervention

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

The cycle of studies leading to the Master's degree in Education, Area of Specialisation in Adult Education and Community Intervention, is a professional cycle of studies organised according to the principles arising from the Bologna Declaration. [+]

Masters in Higher Education in Europe 2017. The cycle of studies leading to the Master's degree in Education, Area of Specialisation in Adult Education and Community Intervention, is a professional cycle of studies organised according to the principles arising from the Bologna Declaration. This master's aims at: providing a theoretical and conceptual framework operationalised in terms of temporal principles, models and manifestations of adult education and community intervention; providing the knowledge of a set of methods, techniques and strategies applied in the field of adult education and community intervention; enabling an operational adaptation to the mediation and evaluation demands in the professional contexts of adult education and community intervention; streamlining processes of practical application of the knowledge acquired in concrete situations of adult education, animation and community intervention; and developing research skills in the field of adult education and community intervention. The completion of the first year grants students with a Specialisation Certificate in Adult Education and Community Intervention. The successful completion of the master's grants the Master's degree in Education. [-]

Master in Learning, Teaching and Counseling in Intercultural Context

University of Eastern Finland Philosophical Faculty
Online & Campus Combined Full time 2 years August 2017 Finland Joensuu

[+]

Master's Degree Programme in Learning, Teaching and Counseling in Intercultural Context consists of altogether 120 ECTS divided into orientation studies and content studies related adult education and counseling, as well as primary education, special (inclusive) education and education of science. The thematic modules can be flexibly chosen by students according to their personal interests and needs. The curriculum of the programme has a global focus and is not limited to one particular research or study field related to education. Instead it offers a thematical walkthrough through diverse disciplines related to education and pedagogy. On one hand, the programme focuses on the basics of education, lifelong learning, knowledge society and development of working life. The studies open up comparative perspectives to questions pertaining to lifelong learning and expertise, educational policy and educational research. The programme studies focus as well on such topics as active citizenship, career counseling, life and educational paths of individuals and communities in various social and sociopolitical contexts. The programme tackles global and current issues of primary and science education, constituting the core of the Finnish expertise recognized worldwide. It provides academic tools to develop student's theoretical and empirical understanding of primary education and children's development. In the course of their studies, students will become familiar with how to apply their knowledge and skills to observation, monitoring and pedagogical evaluation of children's development, learning processes and learning environments. The programme brings closer to students the very concept of special education and inclusive education and gives a general view of the role of special education in Finnish and other educational systems. It studies learning disabilities, as well as essential developmental needs in learning social-emotional and analytical skills. It also includes the theoretical backgrounds of those skills. The programme offers students current perspectives on teaching, studying and learning concerning such domains as biology, chemistry, geography and physics. It aims at widening students' world-view through various scientific key concepts and theories related to the paradigm of education and through the understanding of the interrelationships between natural sciences, technology, society and human beings. It provides students with the teaching knowledge needed mainly on primary and secondary school levels. ADMISSION CRITERIA The eligible applicant must have a BA degree in the area of education. Moreover, all the applicants must submit a recent TOEFL, IELTS or PTE test score, except for those who have completed their bachelor's degree in the following countries: Australia, Canada, New Zealand, United Kingdom or United States. In addition to the academic papers and the English language test results, an eligible applicant ought to provide a motivation letter explaining his/her educational goals and study objectives, as well as a research plan for the Master's thesis, containing research theme, research questions and suggestions regarding research methodology. The next application round will be open within 1.12.2016-13.1.2017. All applicants will be notified about the selection results by email by 31.3.2017. The successful candidates will officially start their studies in September 2017. The academic year 2017–2018 starts on 6.9.2017 with an orientation programme and the lectures beginning the following week. Tuition fees, other mandatory costs and scholarships Starting from September 2017 onwards non-EU/EEA students will be charged tuition fees for the programme. Along with the introduction of tuition fees, University of Eastern Finland will provide scholarships to students admitted to the programme. More information concerning this issue will be available in August 2016. Should you have any questions, do not hesitate to contact me! Milena Fayt (milena.fayt@uef.fi)! Check as well our websites: http://www.uef.fi/web/mdp-educational-sciences/1 [-]

Online Masters In Pedagogy For Musicians

ESMUC Escola Superior de Música de Catalunya
Online & Campus Combined Part time 1 - 2 years September 2017 Spain Barcelona

This Masters, organized by the Institute Canzion Esmuc and is specifically aimed at training professionals and music teaching. [+]

Masters in Higher Education in Europe 2017. Online Education for musicians This Masters, organized by the Institute Canzion Esmuc and is specifically aimed at training professionals and music teaching. The reality of music professionals who are dedicated to teaching is well outlined by the scientific literature on research in music education, and coincides almost invariably anywhere in the world that has a culture of western base: the musician known and it dominates well as artistic practice but has had little or no opportunities for training in teaching skills. As a result, the educational professional practice musician performer is based primarily on individual reworking of learning over the years as a student, with a character clearly unique resource and unwieldy to address contemporary challenges of the exercise of own teaching in changing contexts of the century. This raises the need for specific pedagogical training for skilled musician, and that is practical, innovative and knowledge-based applied science education. This online Master Esmuc - CanZion in music pedagogy seeks to be an opportunity for training and professional improvement for the musician who loves music and loves music education. And look do arrive where the student is with the rigor and accuracy own artistic higher education but also making a next track based on a powerful personal tutoring, professional and academic, so that the distances -at use force the virtual-media approach rather than stay away. To whom it is addressed The online Master Esmuc - CanZion in Education for musicians has its main target group in those music professionals occupationally spend 50 to 100% of their paid work time to training and teaching music. The Master student profile is defined, among others, the following notes of identity and requirements: Having a strong background as a musician: to be the master for musicians, content to learn are especially pedagogical and need to transfer the music teaching field by the student based on a well structured music knowledge, whatever the type or style of music that developed his artistic and educational practice. Search the improvement of teaching practice itself, with a frank and open attitude to reflection, criticism, transformation and innovation of the activity that develops as a trainer. Must be aware of what aspects of educational tradition received have to contextualize and adapt the twenty-first century and that other aspects are clearly framed in the history of music education. Having in education and teaching music dedication a field based on service to others, with clear components of personal development and vocational preference. It is central to the successful completion of this Master have a deep involvement with education and take care of personal responsibilities involved. Consider dedication to the training of musicians as a career in its own right: it is the best way to make sense of some Master studies requiring significant personal effort, is a milestone in the overall planning of one's career and , increasingly required in professional careers teachers for almost all international education systems. Competencies The learning achieved in the online Master Esmuc - CanZion lead to the acquisition of the following basic skills: Can observe and analyze how based teaching practice in the classroom, own and others, based on interpreting trends and paradigms of political, historical, philosophical and ethical thought in music education that framed. Psychoeducational understand factors involved in the teaching and -aprendizajes MUSICAL properly and successfully manage depending on the contexts and students that carried out. Design, implement and evaluate rigorously and based on proper detection of needs of the target, educational activities, available resources of any type (educational, legal, institutional, social) and understandable communication of performance own teaching . Learn, master and apply new information technology and learning music as focused and effective and efficient resources at the service of the learner. Understand the teacher's role as a mediator own student learning and know how to apply, develop and revise as facilitator, supporting and guiding the progress and autonomy. Knowing how to manage and lead the communication and sharing of teaching practice among colleagues profession, creating institutional linkages and working groups and / or virtual network for understanding, improvement, and innovation reflexive criticism of that practice. Acquire a solid and relevant basis in fundamentals and research instruments in music education that gives rigor and communicability to the processes of change, innovation and improvement of the musical educational action is carried out and allow the transformation of the contexts on which it acts consistently. Content and program The modular organization of Master online Esmuc - CanZion is based on the areas currently considered critical from the Educational Sciences: Areas of systematic knowledge or foundation Areas of knowledge applied. Within this area of ​​applied knowledge are especially relevant fields: Teaching Educational Organization Orientation and Mentoring. Area of ​​research, innovation and professional development. Modules and subjects Groundwork A- Towards a new musical pedagogy psicoeducativas basics of music education B - Teaching (+ internship) Design programs for music education The assessment of student learning Teaching of posture and body awareness musician New technological resources for training C- Organization (+ practices) Analysis of educational institutions and organizations Working groups, community and educational leadership Guidance and tutoring D- (+ internship) Tutoring and personal and professional guidance Tutoring and academic counseling: recusos music therapy for diagnosis E Innovation and teacher development (+ internship) Processes Research - Action Master Project F- Free G- configuration (free choice) Mentoring and spiritual guidance The sessions will be online all matters except those requiring presentiality the only way to be carried out. The sessions will have a timetable and specific place in each edition of the Master to be announced at the beginning of the Master. Entry Requirements The Master Esmuc - CanZion online Pedagogy Musicians can access at least one of the following requirements: Higher university or higher artistic studies or equivalent qualifications recognized as superior by the state education system in the country of origin accreditation. At the end of training accreditation of Master you will be obtained. Extensive experience as a teacher of music. At the end of training accreditation Graduate Professional Master will be obtained. Career prospects The consolidation of vocational and career of the musician as a teacher through a pedagogical second cycle academic accreditation. Training for positions held responsible or coordinator in the design, implementation and evaluation of teaching - learning, curriculum innovation, support and attention to the diversity of students, etc. The expansion and balance of professional profile and employment status of teachers of music as an educational organizer human resources through skills to boost institutional participation, form effective working teams, know how to perform an educational leadership, etc. Acquiring the necessary foundation to start as a teacher - researcher as an essential professional side for improvement. [-]

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

VIU Valencian International University
Online & Campus Combined Part time 1 year April 2017 Spain Valencia

THE VIU prepares you with this master to acquire the most advanced educational psychology and teaching knowledge through the latest educational technologies. If you are preparing examinations to work in public schools or want to teach in private schools, you need this master which replaces the old CAP (Pedagogical Aptitude Certificate). [+]

Master's Degree in Teacher Training in Secondary Education, Vocational Training and Language Teaching What will I learn? THE VIU prepares you with this master to acquire the most advanced educational psychology and teaching knowledge through the latest educational technologies. If you are preparing examinations to work in public schools or want to teach in private schools, you need this master which replaces the old CAP (Pedagogical Aptitude Certificate). Why study this degree at VIU? The online classroom methodology VIU allowed to attend live classes through video conferencing from anywhere in the world. In addition, the classes are recorded so that students can view them whenever you want. The flexibility in scheduling classes display, allows to combine the preparation of oppositions, the diploma and other occupations. Specials Mathematics and Computers Physics and Chemistry Physical Education Foreign language (English) Spanish Language and Literature Geography and History Educational Guidance Music FOL Drawing TFM The End Master Thesis is implementation by the student of a project report or study, apply and develop the knowledge acquired during the master. Their defense held publicly in court. Different implementation possibilities are offered, including: Case Study Full program of a teaching unit Design of innovative materials for teaching unit Career prospects Professor of Secondary Education and Baccalaureate, Vocational Training and Language Teaching which are regulated by the Organic Law 2/2006 of May 3, Education, Articles 94, 95 and 97 professions. Admission Profile The income profile of students in the Master's Degree in Teacher Training in Secondary Education, Baccalaureate, Vocational Training and Language Education is that of university graduates with teaching vocation and motivation for purchasing educational psychology and educational training, both general and linked to his specialty, to practice the profession of secondary school teacher. The motivation for public service, teamwork, initiative and quality of education are also expected qualities of students taking this master. Admission Requirements  The ECI / 3858/2007 Order establishes requirements for admission to Master the following: The accreditation of mastery of skills relating to the specialization you want to pursue, by conducting a test designed for the purpose by the universities, which exempted those who are in possession of any university degrees that correspond to the specialization chosen. If the applicant is not in possession of evidence that corresponds to the specialty you want to attend, students must take a test designed for the purpose by the University, for the accreditation of mastery of skills under paragraph 4.2 of the Order ECI / 3858/2007 of 27 December. This test will be designed and corrected by the Commission of Title University considering the agenda and the peculiarities of each specialty. Mastering a foreign equivalent to level B1 of the Common European Framework of Reference for Languages, according to Recommendation No. R (98) 6 of the Committee of Ministers to Member States on October 17, 2000 language. [-]