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Dr. Lisa Jones-Moore, Master of Arts in Learning Coordinator, has developed a way to make it easier to connect with online graduate students.
The secondary education system across the country is facing significant challenges. It lacks students to teach math, science, and history, to name a few With serious needs. 2019-2020 In the pre-school school year, Georgia faced a shortage of teachers in math and science in grades 6-12. Classes and special education in all K-12 classrooms, according to the US Department of Education teacher shortage report. . Professionals who aspire to be middle school or high school teachers face a difficult situation. They are skeptical of earning a teaching degree and maintaining their current job and income. The University of North Georgia () has a solution. The College of Education has transformed the Master of Arts in Teaching (MAT) from confrontation with digital programs. “This program is specifically designed for individuals who have a bachelor’s degree in a field but do not have a teaching degree,” said the College of Education (COE). Sherry Hardy. “We moved the MAT program via the Internet because so many students are working as adults after graduation. It is difficult for them to go to school for another year or two.” The university tested the transition when the Covid-19 outbreak struck in March 2020, with all subjects moving to digital. These achievements have spurred a full-fledged undergraduate program to the Internet in the summer of 2021. “MAT has been a mixed program since 2015,” said Dr. Lindsay Lynsky, former MAT Coordinator. “Each class is scheduled for Tuesdays and Thursdays, with students taking classes one day and online the next.” The move to the Internet has increased interest in MAT, but the group has been kept small to test pilot projects. There are about 15 students enrolled in the 2021 group.
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In the first year, MAT students take only one course of study. In the second year, they enroll in advanced courses that count toward the top level. “MAT students are certified to teach after their first year,” Hardy said, explaining that they have to do the experience on their own.
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The only concern about switching to MAT online is to maintain a sense of community, Linsky said. “Students have formed a close-knit community by face-to-face meetings,” she said. Dr. Lisa Jones-Moore, current MAT Coordinator, has developed a way to facilitate connectivity. “I offer them time to talk to me face to face, and I think they appreciate that,” said the professor of secondary, tertiary and science education. “Students also set up small groups to meet in Zoom. This gives them the opportunity to discuss documents and offer mutual support.” Jones-Moore also introduced additional interactive elements to her curriculum to engage MAT students. With advancing technology, her students are also learning to teach online. “You never know when the school system will decide online,” she said. For more information, visit the MAT website.
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Expansion of Public Funding at Blue Ridge, Cumming The 2023 state budget includes more than $ 24 million to expand opportunities to expand degree offerings at the Blue Ridge and Cumming campuses. Dundee University’s Online Masters in Education is a must for every teacher. And for educational professionals who want to enhance their teaching experience and improve their career prospects in teaching, educational leadership, or educational administration. Students will engage in advanced educational theories and develop critical reflection skills on their own patterns and practices, as well as current educational issues and debates.
The MA in this study is fully accredited by the General Education Council of Scotland (GTCS) as a vocational course for leaders and is also recognized by the International Baccalaureate as meeting the requirements for professional development:
Important Notice: Due to health and safety reasons, virtual seminars with the British College faculty and online tutoring sessions will be used until the current situation stabilizes.
A master’s degree in education is a three-year course in the normal course of study, but can be tailored to the individual’s experience, needs and interests. Intensive study paths are available, where MEd can be completed in 20 months, in addition to taking the required number of hours per week. This degree is taught through the University of Dundee’s online learning environment, combined with academic support through UAE Alternative Education Seminars.
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This MSc in Teaching provides flexible entry and exit paths of your choice of Postgraduate or Postgraduate Diploma and Masters awards to achieve top awards, learning and teaching. These MEd Award-winning paths are intended to build on the initial training and professionalism you acquire through work experience.
This Master of Education is designed to develop the knowledge and understanding, skills, qualifications and professional values needed to enhance international practice and build on the capabilities of experience.
The modules are delivered using the full distance learning method and are supported by the use of information and communication technologies. The teaching and learning methods used are designed to meet the needs of a diverse group of participants, primarily full-time staff. How to use include:
Most MA students studying at the University of Dundee are already working full-time. In addition, many students have already held senior management positions or moved to senior management positions during their studies in the program.
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By participating in the MED program, students can influence their professional learning journey and take control of their ongoing professional development.
The MA in the study is progressive with PGCE, PG Dip and MSc, with entry and exit points at each level.
Pre-learning recognition (RPL) is available for this course. API requirements must be met by existing course modules with equivalent content. Please consult your Personal Stafford Advisor on the RPL.
This course is both on-the-job and off-site, so you do not need to be employed at an educational institution before applying.
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The purpose of the module is to provide participants with a framework so that they can disciplinely reflect on their professional development and current practices, leading to the development of appropriate professional development action plans.
The module will introduce participants to a range of professional development models, including: reflections on personal and professional development; Participate in professional debates and research that leads them to their professional ideas, philosophies and beliefs; Reflect on their current approach and learning and teaching practices; Self-assessment of professional development needs and directions.
The purpose of this module is to guide you in researching methods and techniques. During the course of the module, you will develop an understanding of what is involved in research in the professional field. The content of the module will follow the stages of the research, starting with the research problem / question and ending with the presentation of the findings. This module provides you with a basic guide to research methods. This module is also designed to prepare you to step into small queries and start thinking about the technical research process and the work of designing and conducting research.
This module will allow participants to explore the nature of the course and consider the theoretical models of course development. This will include a consideration of what constitutes a curriculum innovation that is supported by references to relevant theories, research, and policies. Students will engage in critical analysis of political, socio-economic, and temple factors A culture that drives and influences education reform. During the module, students will evaluate past examples of curriculum innovations and evaluate possible efficiencies or efficiencies, drawing theory, research, and policies. Finally, the impact on students’ future performance will be determined by their in-depth understanding of curriculum innovations.
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This module gives practitioners the opportunity to develop professional knowledge and understanding, skills and traits related to international education. It provides a critical understanding of the theories and key concepts relevant to international education. Students explore this field by exploring key concepts such as population, cross-cultural understanding, multicultural education, international studies and comparisons. The focus of the course enables practitioners to develop school / career initiatives related to international education by reviewing and reflecting on their international, national and institutional contexts and practices.
This module provides you with a theoretical basis for practical application
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