Note: This is the 2019鈥�2020 eCalendar. Update the year in your browser's URL bar for the most recent version of this page, or .
Program Requirements
**The French option of this program is currently not offered.**
The M.A. in Teaching and Learning Program is a 60-credit, post-graduate degree leading to teacher certification. It is comprised of 45 credits of coursework, coupled with 15 credits (minimum of 735 hours) of internship. This professional program leads to teacher certification to those already holding an undergraduate degree in a teachable subject area identified by the Quebec Ministry of Education.
The program, which targets those with formal and/or non-formal teaching experience, begins with mandatory courses in the Summer term. The specific course sequence and progression leads students to complete the program in five consecutive terms on a full-time basis. The program must be completed within three years. Alternately, the program can be followed on a part-time basis, in which case all program requirements must be completed within five years.
Throughout the MATL, emphasis will be on the demonstration of mastery of the Qu茅bec Ministry of Education professional competencies. Upon completion, students are recommended to the Quebec Ministry of Education for certification.
Note: The Quebec Ministry of Education requires that all students pass the English Exam for Teacher Certification (EETC) or the Test de certification en fran莽ais 茅crit pour l'enseignement (TECF脡E), as appropriate, prior to taking EDIN 610 Internship 1.
Required Courses (54 credits)
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EDEC 612 Digital Media and Learning (3 credits)
Overview
Curriculum and Instruction : This course addresses emerging theories, pedagogies, and practices related to youth learning through digital media and online participatory cultures. Through direct engagement with multiple forms of digital media and youth, students will consider implications for teaching and learning within and beyond schools.
Terms: Winter 2020, Summer 2020
Instructors: Peters, Stephen; Garcia, Chloe (Winter) DeMartini, Ashley; Doody, Sara (Summer)
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 fifth lecture day.
Please note: students taking this course as part of a Teacher Education Program leading to certification will also integrate e-portfolios.
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EDEM 609 Critical Perspectives in Educational Theory and Research (3 credits)
Overview
Admin & Policy Studies in Ed : Critical exploration of contemporary issues in educational theory and research, in terms of current scholarship in the field, current educational contexts, and various research paradigms. Educational issues as expressions of social, ethical, political, economic, epistemological and cultural reconfigurations. Students will learn to be critical consumers of educational theories and research.
Terms: Fall 2019, Summer 2020
Instructors: Ghosh, Ratna; Howard, Philip S (Fall) Howard, Philip S; Boyle, Dale (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 fifth lecture day.
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EDIN 610 Internship 1 (7 credits)
Overview
EDIN : Mentored student teaching in a school requiring a gradual increase in teaching and related duties.
Terms: Winter 2020
Instructors: Starr, Lisa (Winter)
Corequisite(s): EDPS 610
Restriction(s): Not open to students who have taken EDIN 601.
Students are expected to apprise themselves of internship dates, workload percentages, and responsibilities at . Normally students must pass both EDIN 610 and EDPS 610, failure in a course may necessitate repeating both courses.
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EDIN 620 Internship 2 (8 credits)
Overview
EDIN : Mentored student teaching in a school requiring full responsibilities for lesson planning, student learning, classroom management, and evaluation.
Terms: Fall 2019, Winter 2020
Instructors: Starr, Lisa (Fall) Starr, Lisa (Winter)
Corequisite(s): EDTL 612 or EDTL 626 or EDTL 628 or EDTL 630 or EDTL 634 or EDTL 636
Restriction(s): Not open to students who have taken EDIN 602.
Students are expected to apprise themselves of internship dates, workload percentages and responsibilities at . Normally students must pass both EDIN 620 and EDPS 620, failure in a course may necessitate repeating both courses.
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EDPS 600 Introductory Professional Seminar (3 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鈥� 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 2020
Instructors: Starr, Lisa (Summer)
**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 610 Professional Seminar 1 (2 credits)
Overview
EDPS : Provides support to student teaching in EDIN 610. Develops 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.
Terms: Winter 2020
Instructors: Jafralie, Sabrina; Bourassa, Nicole Marie; McPherson, Heather (Winter)
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EDPS 620 Professional Seminar 2 (1 credit)
Overview
EDPS : Primary goal is to finalize students鈥� Capstone Research Projects (CRPs) culminating in student CRP presentations at the Capstone Research Symposium. Provides support to student teaching in EDIN 620 through discussion of professional and ethical considerations during internship and as novice teachers. E-portfolios are completed. Professional Competencies are developed and assessed.
Terms: Fall 2019
Instructors: Bourassa, Nicole Marie; Jafralie, Sabrina (Fall)
Corequisite(s): EDIN 620
Restriction(s): Not open to students who have taken EDIN 602.
Students must pass both 'mentored student teaching' and 'professional seminar' components, including CRP presentation, to pass the course. Normally students must pass both EDIN 620 and EDPS 620, failure in a course may necessitate repeating both courses.
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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 2019
Instructors: Riches, Caroline Joan (Fall)
Fall
Restriction: Restricted to students in the Graduate Certificate in TESL.
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EDSL 505 Second Language Acquisition Applied to Classroom Contexts (3 credits)
Overview
Education in Second Languages : An overview of theory and research in second language acquisition, including developmental patterns, factors affecting how second languages are learned, and relevance for teachers in terms of applications to the classroom context.
Terms: Winter 2020
Instructors: Howden, James (Winter)
Winter
Prerequisite: EDSL 500.
Restriction: Restricted to students in the Graduate Certificate in Teaching English as a Second Language and the Graduate Certificate in Teaching in Indigenous Schools for Non-Indigenous Teachers.
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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: Fall 2019
Instructors: Saxe, Amanda; Riches, Caroline Joan (Fall)
Winter
Offered by: Educational and Counselling Psychology
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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: Summer 2020
Instructors: Brook, Jill (Summer)
Restriction: Open to Graduate students in the M.A. In Teaching and Learning, seeking teacher certification by MELS.
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EDTL 601 Cross-curricular Teaching Methods (3 credits)
Overview
EDTL : Emphasis on pedagogical knowledge in planning and carrying out instruction that meets curriculum goals, is relevant to learners, and is based upon principles of effective instruction. Addressed through the development of professional competencies.
Terms: Fall 2019
Instructors: McPherson, Heather; Mueller, Caroline (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 2020
Instructors: Chestnutt, Hannah; Buki, Constance (Summer)
Prerequisite: EDTL 601
**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 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 2020
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 635 Applied Methods in Second Language Education (3 credits)
Overview
EDTL : The development of appropriate strategies for the teaching of second languages in diverse, contemporary contexts in a variety of programs types and levels. Addressed through the development of professional competencies. Parts of this course may be undertaken in school settings.
Terms: Fall 2019
Instructors: Symeonides, Daphne (Fall)
Corequisite: EDIN 601
- EDTL 636 Adv. Applied Methods in Second Language Education (3 credits)
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EDTL 640 Teacher Inquiry and Action Research (3 credits)
Overview
EDTL : Furthers students' understanding of teacher inquiry and action research. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings. Topics include: writing a focused literature review; collaborative and spectator forms of research; ways to identify problems to investigate; data collection and analysis; reflexive praxis; and ways to draw conclusions from research. The major assignment for the course will be the completion of the final written MATL capstone project or equivalent.
Terms: Summer 2020
Instructors: Harvey, Blane (Summer)
Complementary Courses (6 credits)
3 credits selected from (in accordance with teaching English or French as a second language):
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EDSL 512 Grammar in Teaching English as a Second Language (3 credits)
Overview
Education in Second Languages : Analysis of English grammar at phonological, morphological, syntactic, semantic, and discourse levels. Applications are made to second language teaching and learning, focusing on integrating grammar into communicative language approaches.
Terms: Summer 2020
Instructors: Parks, Philippa (Summer)
Prerequisite: EDSL 505
Restriction: Restricted to students in the Graduate Certificate in TESL
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EDSL 515 脡tude de la langue fran莽aise pour enseignants (3 credits)
Overview
Education in Second Languages : Notions pour l'enseignement du fran莽ais langue seconde. Composantes linguistique (lexique, morphologie, syntaxe et semantique) et discursive (de la phrase aux types de textes et de discours); apprentissage de la grammaire nouvelle; composante langue des programmes d'茅tudes. Les demandes de deuxi猫me langue d'enseignement et d'apprentissage ax茅es sur l'int茅gration de la structure du langage dans les approches communicatives langagi猫res.
Terms: Fall 2019
Instructors: Clarke, Ginette (Fall)
3 credits selected from:
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EDER 609 Education and Philosophical Thought (3 credits)
Overview
Religious Studies : An analysis of the educational implications of various philosophical positions concerning the nature of reality and the nature of knowledge.
Terms: Winter 2020, Summer 2020
Instructors: McDonough, Kevin Michael (Winter) McDonough, Kevin Michael; Levitan, Joseph (Summer)
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 fifth lecture day.
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EDER 615 Introduction to Philosophy of Education (3 credits)
Overview
Religious Studies : Explores questions, aims, debates and modes of inquiry that characterize philosophical approaches to studying educational questions. Introduces philosophy of education as a distinctive field of educational research and may focus on figures or themes of contemporary interest.
Terms: This course is not scheduled for the 2019-2020 academic year.
Instructors: There are no professors associated with this course for the 2019-2020 academic year.
Winter
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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 2020
Instructors: White, Boyd Eric (Summer)
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 fifth lecture day.
