Program Requirements
This M.A. in Teaching and Learning is a 60-credit, post-graduate degree leading to teacher certification. It comprises 45 credits of courses, coupled with 15 credits (minimum of 630 hours) of internship. This professional program offers teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec Ministère de l'Éducation, du Loisir et du Sport (MELS). The program, which targets those with formal and/or non-formal teaching experience, begins with mandatory courses in the Summer term. Specific course sequence and progression leads students to complete the program in either four or seven consecutive terms. Alternatively, the maximum time for completion of all program requirements is five years. Throughout the MATL, emphasis will be on the attainment of the Québec Education Program (QEP) professional competencies, and evidence of mastery of these must be demonstrated in order for students to successfully complete the program. Upon completion, students are recommended to the MELS for certification.
Required Courses (54 credits)
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EDEM 690 Research Methods: Philosophy and Practice (3 credits)
Overview
Admin & Policy Studies in Ed : Overview of the epistemological foundations of a range of research methods, including but not limited to quantitative, philosophical, qualitative, arts-based, and mixed methods.
Terms: Fall 2015, Winter 2016, Summer 2016
Instructors: Boyle, Dale (Fall) Boyle, Dale; Butler Kisber, Lynn (Winter) Boyle, Dale; Siam, Habib (Summer)
Fall, Winter
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
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EDIN 601 Internship 1 (9 credits)
Overview
EDIN : Mentored student teaching in a school requiring a gradual increase in teaching and related duties. Students are expected to apprise themselves of internship dates, workload percentages and responsibilities at www.mcgill.ca/isa. Includes a 2-credit (26 hour) concurrent professional seminar providing support, developing reflexive thinking, examining classroom situations with a view to improving practice, including classroom management, and developing teacher collaboration and community-building. Practical implications of capstone research projects are developed. Artefacts are selected/contextualized for inclusion in e-portfolios. Professional Competencies are addressed, developed and assessed. Students must pass both the 'mentored student teaching' and the ‘professional seminar' components to pass the course.
Terms: Fall 2015, Winter 2016
Instructors: Starr, Lisa (Fall) Jafralie, Sabrina; Buki, Constance (Winter)
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EDIN 602 Internship 2 (10 credits)
Overview
EDIN : Mentored student teaching in a school requiring full responsibility for lesson planning, student learning, classroom management, and evaluation. Students are expected to apprise themselves of internship dates, workload percentages and responsibilities at www.mcgill.ca/isa. Includes 2-credit concurrent professional seminar providing support/discussion of professional and ethical considerations during internship and as novice teachers. Capstone research projects (CPRs) are completed and presented in a professional conference context. Artefacts are selected and refined for inclusion in completed e-portfolios. Professional Competencies are developed and assessed. Students must pass both 'mentored student teaching' and 'professional seminar' components, including CRP presentation, to pass the course.
Terms: Fall 2015, Winter 2016
Instructors: Starr, Lisa; Bourassa, Nicole Marie (Fall) Starr, Lisa (Winter)
Prerequisite(s): EDIN 601 or EDIN 601D1/D2, EDTL 604, EDEM 690
Corequisite(s): EDTL 626 OR EDTL 628 OR EDTL 630 OR EDTL 612 OR EDTL 634 OR EDTL 636
Range of hours will be determined based on performance in EDIN 601.
The passing grade for this course is B or higher. A grade of B- requires that the student repeat the course. If a grade of F is obtained, the student must withdraw from the MATL program.
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EDPS 600 Introductory Professional Seminar (2 credits)
Overview
EDPS : Designed to foster deep thinking about the complex educational endeavour of becoming a teacher. Considers what shapes the development of theoretical and empirical work on teachers’ roles, identities and professionalism. Introduces Teacher Inquiry as a framework for the study of teaching and learning. The capstone research project and professional e-portfolio are introduced. Professional Competencies are addressed, developed and assessed.
Terms: Summer 2016
Instructors: Starr, Lisa; Bourassa, Nicole Marie (Summer)
Corequisite: EDTL 506
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the first lecture day and withdrawal is the second lecture day.
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EDPS 605 Culminating Professional Seminar (1 credit)
Overview
EDPS : Seminars on the experience through aspects of self-examination and reflection. Topics include identifying and understanding progress and areas of weakness, attending to physical and emotional self-care, and charting ongoing professional development. Culminating professional projects are showcased.
Terms: Fall 2015, Summer 2016
Instructors: Starr, Lisa; Bourassa, Nicole Marie (Fall) Starr, Lisa (Summer)
Corequisite: EDIN 602
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the first lecture day and withdrawal is the second lecture day.
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EDSL 500 Foundations and Issues in Second Language Education (3 credits)
Overview
Education in Second Languages : Introduction of second language (L2) education; an overview of contributing disciplines (e.g., linguistics, psychology, sociology and education). A history of theory and various methodological approaches to L2 teaching and learning is used to promote an understanding of current theory and practice.
Terms: Fall 2015
Instructors: Riches, Caroline Joan (Fall)
Fall
Restriction: Restricted to students in the Graduate Certificate in TESL.
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EDTL 500 Applications of Educational Psychology Across Classrooms (3 credits)
Overview
EDTL : Selected contemporary theories of human learning and development and their evidence base, including models of individual difference, learning styles, independence and motivation. Implications of selected theoretical models and evidence for educational practice, planning and professional reflection in inclusive classrooms. The role of parents, families/guardians and the complementary role of ancillary educational services in relation to classroom applications of theories. All addressed through the development of professional competencies.
Terms: Summer 2016
Instructors: Chichekian, Tanya (Summer)
Winter
Offered by: Educational and Counselling Psychology
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EDTL 506 Philosophy of Education (3 credits)
Overview
EDTL : An exploration of philosophical underpinnings of educational theories as they inform professional practice. Reflections on aims of education, knowledge and values, nature of schooling and curriculum, roles and responsibilities of professional educators. All addressed through the development of professional competencies.
Terms: Summer 2016
Instructors: McDonough, Kevin Michael; Nichols, Naomi (Summer)
Winter
Corequisite: EDPS 600
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
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EDTL 508 Critical Influences on Educational Praxis (3 credits)
Overview
EDTL : Implications of intercultural/multicultural, global, environmental and social justice advances as these affect critical thinking and inform practice in the classroom. Addressed through the development of professional competencies.
Terms: Fall 2015
Instructors: Hampton, Rosalind; Low, Bronwen (Fall)
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the second lecture day and withdrawal is the fourth lecture day.
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EDTL 515 English Exam for Teacher Certification
Overview
EDTL : Two hour exam designed to assess teacher candidates' competency in the language of instruction - MELS requirement for teacher certification in the Quebec school system. Students are permitted 4 attempts to pass this exam; it must be passed before commencing the First Internship (EDIN 601). Any student unsuccessful after 4 attempts must withdraw from the program.
Terms: Fall 2015, Summer 2016
Instructors: Wald, Sylvie (Fall)
Restriction: Open to Graduate students in the M.A. In Teaching and Learning, seeking teacher certification by MELS.
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EDTL 525 Teaching Science and Technology (3 credits)
Overview
EDTL : This course will build prospective teachersâ•Ž pedagogical knowledge and practices to teach principles of engineering and technical design, analysis of technical objects, and problem-based learning approaches to solve developmentally appropriate problems. Application of scientific concepts to technological solutions will also be emphasized to effectively integrate science and technology education.
Terms: Fall 2015
Instructors: Drever, Riley (Fall)
Prerequisite(s): EDES 335 Teaching Secondary Science for B.Ed. Students only.
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EDTL 601 Cross-curricular Teaching Methods (3 credits)
Overview
EDTL : Practical understandings, skills, practices, and knowledge for teaching at the secondary level are developed. Theoretical concepts and related empirical research are addressed. Development of lesson planning aligned with specific outcomes and competencies as required by the Québec Education Programme (QEP) and Frameworks for the Evaluation of Learning. Awareness and production of planning and assessment tools. The theoretical foundation of the capstone research project is developed. The structure, content, and development of the e-portfolio are addressed. Appropriate Professional Competencies are addressed, developed and assessed.
Terms: Fall 2015
Instructors: Starr, Lisa; Bourassa, Nicole Marie (Fall)
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EDTL 604 Techniques for Assessment (3 credits)
Overview
EDTL : Exploring the role of assessment in teaching and learning with attention to the Quebec context. Topics include the QEP competencies, kinds of information needed, techniques for collection and ways of interpretation in order to make educational decisions. Principles and methods for assessment with and without tests are discussed and practiced. Addressed through the development of professional competencies.
Terms: Summer 2016
Instructors: Buki, Constance; McDonnell, Margaret (Summer)
Prerequisite: EDTL 601
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EDTL 609 Diverse Learners (3 credits)
Overview
EDTL : Current research and practice in educating students who have a variety of individual needs and strengths. The complex interplay between individual and contextual factors that impact learning in the modern classroom. Examination of abilities/disabilities, school and classroom dynamics, and teachers' roles in promoting an inclusive environment. Focus on applicable, practical skills such as curriculum design and modification, formal/informal assessment procedures, universal design for instruction, home-school collaborations, and differentiated instruction.
Terms: Summer 2016
Instructors: Cohen-Gazith, Karen (Summer)
Prerequisite: EDTL 500
Offered by: Educational and Counselling Psychology
Students will practice applying principles of inclusive education to academic, emotional, behavioral, social, physical, and other relevant realms of diverse classrooms with the goal of developing professional competencies applicable to multi-dimensional educational environments.
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day.
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EDTL 625 Applied Methods in Teaching Science in Secondary School (3 credits)
Overview
EDTL : Emphasis on the organization of learning experiences in ways that support students in developing science process skills and understanding the unifying themes, issued of equity and the nature of science. Appreciation for relationships among science, technology and society. All addressed through the development of professional competencies. Parts of this course may be undertaken in school settings.
Terms: Winter 2016
Instructors: Wiseman, Dawn (Winter)
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EDTL 626 Advanced Applied Methods in Teaching Science in Sec. School (3 credits)
Overview
EDTL : Continuation of topics covered in EDTL 625. Parts of this course may be undertaken in school settings.
Terms: Fall 2015
Instructors: Wiseman, Dawn (Fall)
Complementary Courses (6 credits)
6 credits selected from:
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EDEC 612 Digital Media and Learning (3 credits)
Overview
Curriculum and Instruction : The course examines the nature and possibilities of media literacy education in schooling, including both the development of students' ability to critically analyze the mass, visual, electronic media in society as well as the development of their own ability to utilize various new media for their own communication.
Terms: Summer 2016
Instructors: Starke-Meyerring, Doreen; Siam, Habib (Summer)
Fall
**Due to the intensive nature of this course, the standard add/drop and withdrawal deadlines do not apply. Add/drop is the third lecture day and withdrawal is the sixth lecture day.
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EDEC 620 Meanings of Literacy (3 credits)
Overview
Curriculum and Instruction : Investigation of basic issues related to definitions of literacy. Issues include new directions in literacy and education, the need for non-print literacies in contemporary life, and the challenges these changes present for educators.
Terms: This course is not scheduled for the 2015-2016 academic year.
Instructors: There are no professors associated with this course for the 2015-2016 academic year.
Winter
Restriction: Not open to students who have taken EDEM 620.
3 credits selected from:
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EDEC 646 Sociocultural and Epistemic Understandings of Science (3 credits)
Overview
Curriculum and Instruction : This course presents historical, philosophical and sociocultural perspectives on construction of knowledge in the natural sciences. A particular emphasis will be placed on how social, cultural, and political forces shape the products of scientific practices, the importance of scientific literacy, and the relevance this bears for science education and science education research.
Terms: This course is not scheduled for the 2015-2016 academic year.
Instructors: There are no professors associated with this course for the 2015-2016 academic year.
Prerequisite(s): Students must have completed, with a grade of C or higher, a minimum of 24 credits in Science courses. We will also consider enrollment from students with experience teaching secondary science.
Restriction(s): MATL Science and Technology Students, PhD or MA Science Education Students or by permission from the instructor.
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EDTL 520 Perspectives on Knowledge in Mathematics and Science (3 credits)
Overview
EDTL : A variety of perspectives on construction of knowledge in mathematics and science and how the products of scientific and mathematical practices are shaped by broader social, cultural, and political forces.
Terms: Fall 2015
Instructors: Wiseman, Dawn (Fall)
Prerequisite: Students must have completed, with a grade of C or higher, a minimum of 24 credits in Mathematics and/or Science courses.
Restriction: Restricted to MATL Science & Technology, MATL Mathematics, B.Ed. Secondary Science & Technololgy and B.Ed. Secondary Mathematics students or by permission of instructor.