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
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.
Children in our schools now come from very varied backgrounds and home situations, including many coming from different EU countries as well as other countries across the world. Teachers face the challenge of different cultures, values, languages, religions, calendar of festivities, and student motivations. The MAE(CRE) is aimed at preparing teachers and other support professionals for taking a leading role in schools and other educational institutions for promoting ‘training and support in the use of pedagogies that are inclusive in nature and cater for diversity’ (NCF). Participants will deepen their understanding about the development of more responsive attitudes towards student diversity and socially just policies and practices. The course can also serve to enhance the capacity of classroom teachers to become aware of the risk of discrimination against minority or disadvantaged groups, and to understand, value and support each of their students more effectively. It will enhance participants’ knowledge and skills in culturally responsive teaching that meets the strengths and needs of children from diverse families and communities and promotes social cohesion.
(Part-time evening) 6 semesters Inclusive Schools and Communities
This masters is a transdisciplinary professional masters focusing on the inclusion of disabled persons and persons with mental health problems in schools and in the community. The masters is open to various professionals (educators, psychologists, psychology graduates, occupational therapists, speech and language pathologists, physiotherapists, nurses and social workers who would like to develop their competencies in inclusive community based and person centred transdisciplinary collaborative teamwork. The course shares some core study units with the other streams developing a common discourse with professionals working in other fields and, at the same time, with other practitioners working with disabled persons and persons with mental health problems. The overriding theme is the development of person centred programmes facilitating self-determination and quality of life for active participation in education and community life.
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.
(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
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).
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.
The Faculty of Education is proposing the implementation of school-based mentoring during next scholastic year (2020 - 2021). 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.