Programme Structure

Core Courses

Introduction to Theories of Curriculum and Assessment# 3 Units
Leadership in Curriculum Development and Pedagogical Design 3 Units
Testing, Measurement and Assessment in Education 3 Units

# Students who have already completed a similar course at PGDE level with good performance or possess evidence of substantial working experience in the area of curriculum and assessment in school may choose to apply for exemption. Students who have been exempted from taking this course may choose to take one elective course in Semester 1.

Descriptions for each course are listed in the University’s Calendar/Bulletin.

Required Courses
Reflective Practice and Independent Action Learning Project 6 Units

The Reflective Practice and Independent Action Learning Project is an integral part of the programme. This course draws on the concept of reflective practice for serving teachers and equips them with necessary knowledge and skills to engage themselves in action research on their pedagogical practices. Coaching and supervision is to be provided to teachers at the appropriate junctures of the action learning process. Learners are also required to create their own action learning portfolios to facilitate reflective practice.

To fulfil their dissertation requirement, learners are required to take Reflective Practice and Independent Action Learning Project I in the third semester of study and Reflective Practice and Independent Action Learning Project II in the fourth semester.

The Reflective Practice and Independent Action Learning Project is examined by the learner’s project supervisor and a second reader.

Descriptions for each course are listed in the University’s Calendar/Bulletin.

Chinese Language Education Specialism

The specialism on Chinese language education is targeted towards teachers who have had basic training in language teaching in PGDE or other education programmes, and seek to further advance their knowledge and pedagogical designs in Chinese language education. Upon completion of the courses, the graduates will have a deeper understanding of the principles and spirit behind the new Chinese language curriculum. New teaching and learning strategies are to be addressed and implemented during the course of study. This specialism helps learners conduct their own action research in their schools by realizing the important aspects in Chinese language teaching, such as the formulation of a school-based curriculum, new ways of assessment, new pedagogical approaches, the enhancement programme in Chinese writing, etc.

Chinese Language Education Specialism core courses
Chinese Language Education in a Changing Context 3 Units
Creative Chinese Language Teaching 3 Units

Descriptions for each course are listed in the University’s Calendar/Bulletin.

English Language Education Specialism

This specialism is intended for practising teachers and related professionals who want to gain the professional knowledge and skills they need to advance their career. It addresses core issues in English Language Education and changes in English Language Teaching in both local and global contexts. Upon completion of the courses, the graduates will gain a better understanding of current advancements in ELT and more effective pedagogies for English language learners in Hong Kong. With a sound knowledge of contemporary ELT issues and challenges and the latest developments in ELT curriculum and assessment planning, the learners will be able to do critical reflective practice during the course of study.

English Language Education Specialism core courses
Contemporary Issues in ELT: Policy, Practice and Pedagogy in English 3 Units
Language Education 3 Units
Managing Change in ELT 3 Units

Descriptions for each course are listed in the University’s Calendar/Bulletin.

 

Liberal Studies Education Specialism

This specialism is intended for school teachers who have recently began teaching Liberal Studies or related subjects in secondary schools in Hong Kong. With special emphasis in the Senior Secondary LS curriculum, the specialism is designed to strengthen learners’ subject knowledge and pedagogical abilities through integration of contemporary issues with pedagogies. It also aims to improve learners’ facilitation of their students’ learning of LS through developing their professional skills in:

  1. supervising student’s independent enquiry studies (IES) and
  2. supporting students’ enquiry with the use of Information and Communication Technology (ICT), and
  3. facilitating learning outside the classroom.
Liberal Studies Education Specialism core courses
Teaching Liberal Studies – Integrating Issues in Instruction 3 Units
Facilitating Liberal Studies Learning 3 Units

Descriptions for each course are listed in the University’s Calendar/Bulletin.

 

Mathematics Education (Junior) Specialism

This Specialism is intended for school mathematics teachers at junior levels (P1 to S3) and cognate professionals. It caters for the changing needs of the professional community by advancing teachers’ critical awareness and understanding of the major contemporary curriculum and pedagogical issues, as well as curriculum and professional development matters. This Specialism aims at enabling learners to;

  1. develop greater awareness and appreciation of the importance of theory-driven and research-based mathematics teaching and assessment practices, and critical understanding of their implications for curriculum development;
  2. develop knowledge and skills in action learning and reflective practices; and
  3. develop curriculum leadership to advance mathematics education at junior levels.
Mathematics Education (Junior) Specialism Core Courses
Theory, Research and Pedagogical Issues of Number and Algebra 3 Units
Theory, Research and Pedagogical Issues of Shape and Space 3 Units

Descriptions for each course are listed in the University’s Calendar/Bulletin.

Inclusive Education Specialism

Each year sees the emergence of new interventions and treatments for individuals with developmental disabilities, intellectual impairment and autism related disorders. With each new approach come advocates and skeptics. Leadership in inclusive education requires the ability to independently evaluate interventions, treatments, programs and approaches. In this specialism, students will learn how to identify and critically evaluate emerging trends in the education and treatment of children with developmental disabilities, intellectual impairment, autism and related disorders. This specialism is intended to develop student’s skills in the critical analysis of inclusive education interventions for children with developmental disabilities and intellectual impairment.

Inclusive Education Specialism Core Courses
Managing Learning Diversity in Inclusive Education Settings 3 Units
Teaching Individuals with Developmental Disabilities 3 Units

Descriptions for each course are listed in the University’s Calendar/Bulletin.

Elective Courses*#

Supervision and Mentoring in School 3 Units
Knowledge Building with Ubiquitous Technologies 3 Units
Teaching Chinese in Dialect Speaking Area 3 Units
Mathematics Curriculum Development at Junior Levels 3 Units
Theory, Research and Pedagogical Issues of Data Handling 3 Units

Descriptions for each course are listed in the University’s Calendar/Bulletin.

* Subject to Department’s approval, students may choose courses offered in our MEd programme as their elective course(s).

# Students may also choose a core course from other specialism as one of their elective courses. In doing so, they must prove that they possess an academic background or substantial working experience relevant to that specialism.

 

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