This first course introduces the Cegep system in general and the Cegep classroom in particular. It is the first in a series of courses designed to offer practical and meaningful guidance to college teachers.
Participants examine the organizational structures and educational principles upon which the Cegep system is based; they begin to examine their own educational philosophies and beliefs, and engage in the process of curriculum planning and implementation. Evaluation procedures in this course are intentionally designed to have teachers complete the tasks listed above while they meet other faculty members and engage in conscious reflection about their own practices.
A Bachelor degree or equivalent
This course focuses on the cognitive nature of what is to be learned, how learning occurs, and the social, cultural and psychological factors in both the teacher and the student that influence learning.
Participants translate theory and research into practical classroom applications. The course also examines the intellectual characteristics of the adolescent learner and the special needs of students with cognitive or academic difficulties.
The main objective of this course is to enable the teacher to call upon instructional strategies to suit particular classroom situations.
Participants will learn how to choose instructional strategies that take into account such things as student ability, their attitudes towards learning, their background knowledge, and social identity (gender, race, ethnicity, religion, sexual orientation). Most importantly, participants will design instructional strategies that foster active learning and further the reciprocal relationship between the teacher and the student.
The purpose of this course is to increase Cegep teachers’ awareness and understanding of how they can improve student learning through assessment. It is based on the premise that effective assessment is intricately woven into instruction as a way of judging student progress and as a way of helping students learn.
Teachers who participate in this course will gain a better understanding of classroom, program and institutional assessment. Issues of equity, authentic assessment, validity and reliability, performance criteria, formative and summative assessment, among others, will be covered.
This course is the first of two portfolio courses designed to help teachers in this program create a teaching portfolio that reflects their own teaching development.
The items chosen by the teacher to be included in the portfolio will represent what they teach, how they teach, and why they teach. Above all, it will demonstrate their ability to reflect on and critique their own teaching practice especially in relation to course planning, instructional strategies, psychology of learning and assessment.
The purpose of this course is to increase the teacher’s awareness and understanding of the meaning and complexities of adolescence and early adulthood.
Teachers gain a better understanding of their students’ behaviours and reactions to the Cegep learning environment by studying the unique physical, cognitive, social and emotional changes being experienced by most students at this time in their overall development.
This course is designed to increase each teacher’s awareness and understanding of the role that diversity plays in classroom dynamics. It will also have the participants reflect on the impact of diversity in learning. It has been designed to help teachers assume a positive leadership role in the classroom with an ever-changing student clientele.
Participants gain knowledge about classroom dynamics in order to facilitate the construction of a positive learning environment. Most importantly, participants gain a better understanding of how to embrace and use their legitimate authority for the purpose of empowering students to learn.
The purpose of this course is to provide teachers with the opportunity to experience and to examine how Information Technology can be used to enhance teaching and learning in the college classroom. Participants will design, produce and deliver IT activities that support instruction in their specific subject area. Concepts and principles of instructional design, studied in previous courses, will serve as a basis, while participants locate and/or create teaching and learning activities that are relevant and appropriately linked to the instructional goals of a course they are currently teaching or are preparing to teach.
PED-873, PED-893, PED-872, PED-892 plus DVP-800
Know the basics of an operating system, word processing, e-mail, Internet searches, uploading and downloading, presentation software and spreadsheets as well as the basics of their college’s course management system. Participants will be asked to demonstrate the acquisition of these basics prior to the beginning of the course. Each college will help potential participants obtain these basic skills.
The purpose of this advanced course is to connect each teacher’s content knowledge with the theoretical and practical knowledge about teaching and learning that has been acquired in the preceding courses in the program. It recognizes that ways of knowing are discipline specific. Its primary purpose, therefore, is to allow for a detailed analysis and integration of principles, theories and assumptions about learning and instruction that underlie expert knowledge and competence in different disciplines.
Participants will continue to devise instructional approaches grounded in a deep understanding of the cognitive, affective and psychomotor processes required to master their discipline.
The primary goal of this advanced course is to encourage the teacher-participant to formulate his/her own vision about how some of the various practices, which together make up education, ought to function. This course is based on the assumption that when practicing teachers read, think critically about and discuss philosophic tradition in education, they gain a greater self-understanding and critical consciousness about their own theory and practice.
It is recommended that this course be taken toward the end of the courses before the research component
This advanced course focuses on the theory and practice of constructing knowledge across the disciplines to facilitate the integration of learning within a program approach perspective. Its principal objective is to enable participants to incorporate this ability in their teaching practice.
Teachers will work in teams to critically review the pertinent scientific literature on the theory and practice of interdisciplinarity in education; to construct cross-disciplinary teaching, learning and assessment tasks around program curricular goals; and to model and evaluate these tasks. Many of the abilities learned in earlier courses will be consolidated in this practice: working with the program approach and with competence-based education, the epistemology of constructivism, the psychology of learning, instructional strategies, discipline specific content knowledge and assessment as learning.
This course offers faculty members an opportunity to complete their teaching portfolio. In it they will demonstrate the ability to deal with the complexities of the teaching and learning process in the college classroom.
Completed portfolios include documents that represent content knowledge, content-specific pedagogical knowledge, general pedagogical knowledge, as well as commitment to colleagues, students and the institution at which they teach. It also includes a plan for continued professional development as members of the teaching profession.
The first eleven courses (29 credits).
The goal of the 15-credit Research Component in the Master Teachers’ Program is to prepare participants to design and implement research projects that increase their understanding of how classroom processes impact on student learning. The Research Component consists of five courses, two of which are independent studies courses.
In MEC800 participants are introduced to the research process and learn about various types of educational research. Various methods are introduced and practiced in the classroom and in assignments. In this course, participants are encouraged to frame a research question that addresses a problem they wish to pursue, to develop a conceptual framework that will provide a context for their study and start working on a literature review relevant to their topic.
In MEC801, participants continue to build on their literature review and conceptual framework started in MEC800. At the same time, they begin to think about what methods they will use in their study. Participants are encouraged to scrutinize scholarly articles in terms of methods used in data collection, tools used for analysis and modes of presentation. Basic concepts in statistics are introduced in order to better understand research studies published in educational journals and to enable those who are using quantitative data to use a statistical package, such as SPSS, in order to present, describe and analyze data that they will be collecting for their research projects. At the end of MEC801 they will choose a supervisor for their independent study courses.
MEC802 is an independent study course in which participants write their research proposal under the direction of their supervisor. It is an elaboration upon the work done in MEC800 and MEC801. They meet with their supervisor on agreed upon dates and times. During the process, they also attend a seminar (MEC803) wherein they receive feedback on their project from their peers and the facilitator. Once the proposal has been accepted, the participant begins conducting the research. (MEC 804).
MEC803 is a 15 hour seminar in which participants share their research proposal with one another and the facilitator. In this way they will have an opportunity to receive constructive criticism and to use the feedback to improve upon their own proposals. In addition, participants will learn the most effective ways of presenting their work.
MEC804 is the final requirement of the Research Component. It is an independent study course wherein the research project is completed under the direction of the supervisor. The participant will produce a research project that arrives at a coherent, valid conclusion, supported by a sound literature review and conceptual framework and appropriate methodology. The length of the paper will vary, but generally it is about 80 pages, excluding appendices.