Postgraduate

Full-time day
Part-time Day - specific areas

The Master in Teaching & Learning (MTL) represents a Level 7 (MQF) qualification, graduates of which will be eligible to apply for a warrant to join the teaching profession. The MTL is a two-year full-time course, which will enable graduates to teach at Primary and Secondary level, according to the area of specialisation chosen.
The areas covered by the course include Pedagogical Content Knowledge, Educational Context Knowledge and Educational Research and Inquiry. These areas, offered by the Faculty of Education, will be intrinsically related to Field Placement in schools during which students will be mentored and assessed. Furthermore, the wider educational context will be included in the programme through Educational Themes and Creative Positive Learning Environments.
The MTL aims to prepare teachers who can deal professionally with their learners’ needs within a changing local education system, as well as in light of developments within the international context.
For more information kindly contact:

Heads of Department


Professor Christopher Bezzina (Leadership for Learning and Innovation)
Dr Josette Farrugia (Mathematics and Science Education) 
Dr Leonard Busuttil (Technology and Entrepreneurship Education)
Dr Colin Calleja (Inclusion and Access to Learning) 
Professor Doreen Spiteri (Languages and Humanities in Education)
Professor Suzanne Gatt (Early Childhood and Primary Education) 
Professor Raphael Vella (Art, Open Communities & Adult Education) 
Dr Victor Martinelli (Education Studies)
Professor Suzanne Piscopo (Health, Physical Education & Consumer Studies) 


Bye-Laws

Teaching Areas on offer

General Regulations for University Postgraduate Awards, 2008
(Part-time evening)
6 semesters
The Master of Education is intended for professionals in the field of education who would like to further their understanding of educational research, teacher education and policy making in education. The general aim is to promote the development of reflective practitioners who can critically engage with research and theory in various fields and use their knowledge to influence and improve educational practice. A research methods study-unit is compulsory for all Master of Education programmes together with a dissertation in a chosen area of study.
 
in Researching Work and Lifelong Learning
Course co-ordinator: Prof Milosh Raykov
Max. no. of students: 


in Technical Design and Technology Education
Course co-ordinator: Dr Sarah Pule
Max. no. of students: 
 


in Early Childhood and Primary Education - Science Education
Course co-ordinator: Prof Suzanne Gatt
Max. no. of students: 



in Early Childhood and Primary Education - Mathematics Education
Course co-ordinator: Dr Marie T.Farrugia
Max. no. of students: 



in Early Childhood and Primary Education - It-Taghlim tal-Malti
Course co-ordinator: Dr Tania Muscat
Max. no. of students: 



in Early Childhood and Primary Education - Giftedness in Primary
Course co-ordinator: Dr Rosienne Farrugia
Max. no. of students: 



in Early Childhood and Primary Education - Spirituality Education
Course co-ordinator: Prof Adrian Gellel
Max. no. of students: 

(Part-time evening)
4 semesters
The Master of Education in the of Ethics in schools is only intended for for applicants in possession of the Postgraduate Certificate in the Teaching of Ethics in Schools
 
Course co-ordinator: Dr Joseph Giordmaina
Selection Criteria


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General Regulations for University Postgraduate Awards, 2008 
(Part-time evening)
6 semesters

AREA OF SPECIALISATION: Culturally Responsive Education


This stream is designed as an educational response to the emerging diverse and globalized setting of educational communities. This program is indented to support educational practitioners (which includes teachers and other educators, educational administrators, youth workers, psychologists, educators, social workers, and any other graduates active in any educational fields) whose work and interest is to engage with educational contexts that are cultural, ethnic and religious divers. The program will offer theoretic reflections, and praxis experiences in multicultural education.  This program has two main objectives: to engage educational practitioners with questions and challenges that emerge from multicultural contexts and to assist in the development of multicultural encounters and contexts

AREA OF SPECIALISATION: Inclusive Schools and Communities

This stream prepares support professionals (psychologists, educators, social workers,speech and langauge pathologists, OTs, physios and others) to work within a transdisciplinary team to facilitate and develop push-in supports for learners, with learning difficulties and mental health problems, facilitating inclusive practices for all respecting also cultural diversity. Graduates in this master are today also working in key managerial roles. 

For more information kindly contact:

Course co-ordinator: Dr Colin Calleja  

Bye-Laws

General Regulations for University Postgraduate Awards, 2008

(Part-time evening)
4 semesters

M.A. in Social Practice Arts and Critical Education invites professional and freelance arts-oriented persons to connect their creative work with critical educational theories and community settings. This interdisciplinary postgraduate degree offers students the possibility of linking theatre, visual arts and education in a unique, socially engaged programme that brings together theoretical and project-based studies. This degree enables graduates in theatre studies, fine arts, drama education, art education and other stakeholders involved in culture and community projects to further develop entrepreneurial, pedagogical and social skills as well as artistic skills.
For more information kindly contact:
Course co-ordinator 

Prof Raphael Vella

Bye-Laws

General Regulations for University Postgraduate Awards, 2008
(Part-time day)
6 semesters

The MA in Vocational Education is targeted for qualified teachers seeking to upgrade their qualifications in vocational education, or those interested in migrating to careers within vocational. The course equips teachers with the knowledge and training in vocational teaching, work-based learning and applied subjects required to meet the demands of the teaching profession within a changing local education system, also considering the developments within the international context. Furthermore, the course offers further specialisation in the existing vocational subjects and new ones to be offered in schools. The course will be delivered through a combination of theoretical lectures, practical workshops, seminars and several industry-based study visits intended to expose teachers to the various aspects of vocational education and training. Teachers who follow this programme will acquire the theoretical foundations of vocational pedagogy and assessment and gain advanced practical skills and applied competences required for the professional delivery of vocational education within secondary education. In the first year, teachers opt for one of four areas of specialisation: Textiles and Fashion, Health and Social Care, Hospitality, or Engineering Technology. Study-units in each area of specialisation are related to pedagogy and skill. During the first and second year, there are core and compulsory study-units in pedagogy and assessment related to vocational education and teaching, and two industry field placements related to vocational education. As from the second year, teachers will choose either a study-unit related to the research component in preparation for a dissertation or one that is related to a group applied task. The third and final year is intended to focus on the research component - the dissertation.

 

For more information kindly contact:


Course co-ordinator 

Ms Therese Camilleri

Bye-Laws

General Regulations for University Postgraduate Awards, 2008

(Part-time evening)
6 semesters - maximum number of students: 10
The MiTEL programme is aimed at people who intend to become researchers in the field of TEL, teachers, trainers, lecturers, e-learning specialists and co-ordinators. 
Integrating theoretical, applied and research components, the course provides participants with a rationale for the use of digital technologies in professional development and practice. They will explore and work with emerging technologies and related pedagogies to experience and subsequently design different modes of learning through technology applied to formal and informal educational contexts. Taught units in research methods will guide and support participants in writing a research-based dissertation about a theme related to any aspect of TEL or professional practice using digital tools and/or resources.
For more information kindly contact:
Course co-ordinator 

Dr Philip Bonanno

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Selection Criteria


General Regulations for University Postgraduate Awards, 2008
(Part-time evening)
Up to 5 years

Continuing professional development is deemed crucial for school improvement. A crucial move towards sustaining the professional development of educators is to prepare them to become researchers. Indeed, educators are enabled to act as professionals when they can research their own practice and that of others.
The Postgraduate Certificate in Developing the Educator (PGCDE) programme of studies offers participants CPD opportunities to assume the much-needed agency in planning their own personal professional development by taking short courses that eventually lead them to a postgraduate certification. In developing the educator, this programme offers a set of four core study units – The Action Researcher, The Reflective Educator, Lesson Study & Co-Teaching – based on developing the research, reflective and collaborative skills and competencies of educators. In addition, the PGCDE offers a wide range of elective courses from which one can self-regulate and design their own programme of studies.
 
For more information kindly contact:
Course co-ordinator 

Dr James Calleja

Bye-Laws


General Regulations for University Postgraduate Awards, 2008
(Part-time evening)
6 semesters - maximum number of students: 20

This programme is intended for qualified teachers who would like to enhance their professional training by pursuing specialisation in the area of Teaching Maltese as a Foreign Language. The course shall extend over a period of three years of part-time study. A relevant number of study-units will be offered every semester and the eligible applicants may register as visiting students for individual study-units and obtain credit for them. The programme of study is assigned 30 ECTS credits, and a small number of options are offered for applicants depending on their teaching context and experience. Applicants may or may not already have experience in the Teaching of Maltese as a Foreign Language (TMFL).
For more information kindly contact:

Course co-ordinator 

Prof Antoinette Camilleri Grima

Bye-Laws

General Regulations for University Postgraduate Awards, 2008

(Part-time evening)
2 semesters
The Postgraduate Certificate course in the Teaching of Ethics in Schools provides an overview of different ethical theories and the developmental stages of moral development, as well as the main theories of curriculum development. The course explores some issues such as the political and ethical complexities of pedagogical relations in the ethics class, and the relationship between morality and spirituality. It also delves into the methodologies for the teaching of Ethics in schools and the best methods for assessing the knowledge, skills and dispositions related to the subject.
The course includes a short teaching practicum, during which students are expected to demonstrate the skills acquired during the course.

The course extends over a period of one year of part-time studies. Lectures are held in the evening, normally spread over two days a week, except for the practicum, which may be held at the students’ place of work during school hours.
For more information kindly contact:
Course co-ordinator 

Dr Joseph Giordmaina

Bye-Laws


General Regulations for University Postgraduate Awards, 2008
(Part-time evening)
2 semester
 

The Faculty of Education is proposing the implementation of school-based mentoring during next scholastic year (2017-2018).  The aim is for a number of Teacher Mentors to support and follow student-teachers during their field placement in schools during their Master in Teaching and Learning course. 
These Teacher Mentors will provide an ongoing, well-informed and reassuring presence in the student-teachers’ professional life during their field placement and Block Practicum so as to create the space for professional interactions, as and when required, that would help safeguard the interests of the students in class and contribute to the professional development of prospective teachers.  An ongoing dialogue between the Teacher Mentor and the student-teacher / s will help ensure the development of a community of practice and initiate student-teachers in their journey of becoming reflective practitioners.

For more information kindly contact:


Course co-ordinator 

Prof Christopher Bezzina (Head of Department, Leadership for Learning ) 
 
Bye-Laws

General Regulations for University Postgraduate Awards, 2008

FOR MORE DETAILED INFORMATION ON POSTGRADUATE COURSES, KINDLY REFER TO THE COURSE FINDER FACILITY

https://www.um.edu.mt/educ/aboutus/studyingwithus/postgraduate