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The School of Education has a proud history of shaping and responding to education research, policy and practice, regionally, nationally, and internationally
A local, national and international beacon of high-quality research-informed, and practice-led professional learning across the continuum of teacher education
Established in 1905 and having the first Professor of Education (Professor Elizabeth O’Sullivan) appointed in 1911, the School of Educationhas a proud history of shaping and responding to education research, policy and practice, regionally, nationally, and internationally.
Our Mission Statement
In order to empower teachers to educate young people to thrive and flourish in an uncertain world, we will continue to build on the School of Education’s position as a local, national and international beacon of high-quality research-informed, and practice-led professional learning across the continuum of teacher education
Our Programmes
In achieving our Mission Statement, the School currently has a suite of eleven programmes, four at undergraduate (UG) level and seven at postgraduate (PG) level, which together cater for almost 1000 students. High-quality Initial Teacher Education (ITE) programmes at both UG and PG level provide inquiry-based learning opportunities for students entering post-primary teaching across a huge range of subjects. These courses are complemented by the provision of our BA (Hons) Early Years and Childhood Studies which highlight our commitment in preparing educators across the education continuum.
In addition, the School offers a wide range of specialised research degrees including our M.Ed. (Modular) and Cohort PhD programmes. With almost 40 doctoral students, the impact of advanced postgraduate research in the School is felt at a national and international level. These and other innovative programmes such as our Postgraduate Diplomas (in Special Educational Needs, in Educational Leadership, and in Innovation through Design Thinking) illustrate the breadth and depth of learning opportunities available.
How do I Qualify as a Secondary School Teacher?
The School of Education UCC offers two routes to qualifying as a secondary school (post- primary) teacher.
Route 1: This route is often called the undergraduate route because those who enter through this route usually do not have a degree but enter the programme directly from secondary school. (There are some exceptions, e.g. in the BEd Science Education undergraduate degree you can enter into third year of the programme if you have a minimum level 7 qualification in science).
This route involves you studying in UCC for four years. When you graduate you will be recognised by the Teaching Council as a fully qualified teacher. The School of Education offers three undergraduate degrees.
Route 2: This route is often called the postgraduate route because those who enter the route already have a degree and spend a further two years in the Professional Masters of Education (PME) programme. This programme is offered by the School of Education, UCC and graduates are recognised by the Teaching Council as qualified secondary school teachers.
The BA (Hons) in Early Years and Childhood Studies programme has an exciting Erasmus Exchange partnership with UIC Barcelona and the University of Adger, Norway.
The degree programme benefits from this Erasmus Exchange in the following ways:
To help students adapt to the requirements of the EU-wide labour market.
To enable students to develop specific skills, including language skillls, and to improve understanding of economic and social culture of the country concerned in the context of acquiring work experience.
To promote cooperation between higher education institutions and enterprises.
To contribute to the development of a pool of well-qualified, open-minded and internationally experienced young people as future professionals.
Students have an opportunity to complete their placement with UIC Barcelona as part of the placement element of SS2032 Practice Preparation and Placement. As places are limited, students undergo an interview and selection process and successful candidates are selected.
The BA (Hons) (Early Years and Childhood Studies) is a four-year full-time programme leading to the BA (Hons) Degree (Early Years and Childhood Studies). As an Early Years and Childhood Studies student, you will be exposed to interdisciplinary perspectives from the Schools of Applied Psychology, Applied Social Studies and Education with input from Music, Drama and Theatre Studies, Occupational Therapy and, Physical Education and Sport Studies. Our curriculum places emphasis on academic theory, research skills and professional and reflective practice. Students will be encouraged to build on their unique backgrounds and experiences as they develop personally, professionally and academically across the four years of the programme.
Why take this degree?
EYCS takes a multi-disciplinary approach and offers a fascinating and stimulating course of academic study. You will develop your understanding of childhood, discovering how children develop, learn and think. You'll explore the importance of meeting children's needs and how these needs can be met. You'll consider the challenges and opportunities in children's services, and look at childhood from a range of perspectives. We'll encourage you to use your own experiences in early years to enhance your knowledge and develop your understanding of early childhood.
A range of local and international perspectives are taken including: children's rights, children's health and well-being, pedagogical and curriculum approaches, diversity and inclusion. The degree draws on a range of disciplines such as psychology, sociology and social policy, education and health. We emphasise the links between theory and practice and value the development of professional as well as academic skills and knowledge.
What will I experience?
The curriculum content includes academic theory, research skills and professional and reflective practice. It focuses on a broad range of perspectives on childhood, the child in society, child development, child psychology, early years care and education, and child health.
A key feature of this programme is its emphasis on practical knowledge and the development of professional skills. Supervised work-based placements in diverse childhood-related settings form an integral part of this course. You will undertake a 13 week placement in both Years 2 and 3 of the course and a 2-week on-site placement in Year 4. The professional practice placements take place in various settings (e.g....) and provide opportunities for you to apply the theories you have learned, and to experience working with children under the guidance of expert practitioners.
The course team includes lecturers and researchers who are strongly committed to enabling, empowering and enthusing students to make transformational changes to their own lives and to the lives of children, families and communities.
The Cohort PhD in Education is a full-time cohort-based programme which runs for 48 months from the date of first registration for the programme. We currently have twenty students registered in Year 4 of the Cohort PhD. The programme involves undertaking four modules spread over three years (2 modules in year 1; 1 in year 2 and 1 in year 3) as well as substantial supervised thesis research for the duration of the degree. The seminar-based modules involve reading, writing, discussion and assignments. They are structured to enable participants develop a deep understanding of research methods linked to contemporary issues in education. Modules run on Saturdays each year over the course of the PhD (9 Saturdays in first year, 6 Saturdays in second year and 3 Saturdays in third year). There is also a one-week summer school at the end of years 1 and 3.
Prospective applicants can contact the School of Education to discuss programme details at either of the following e-mail address: Anita Cronin a.cronin@ucc.ie or Claire Dooley c.dooley@ucc.ie
If you are interested in pursuing a research degree in the School of Education, please note:
(1) Prospective applicants need to familiarise themselves with the research expertise of School of Education staff. A list of academic staff in the School of Education is available here.
(2) Candidates must liaise directly with a potential supervisor by submitting a CV and 500 word outline of a research area using the Research Outline Form . If a potential supervisor agrees that the candidate’s proposed research aligns with the research interests of the School of Education, then a candidate may be invited to submit a thesis proposal (1500 words) using the Higher Degree by Thesis Proposal Form which should ideally be written in consultation with the potential supervisor . The form and success criteria are available here: Thesis Proposal with Criteria.
(3) The Chair of the School of Education’s Graduate Studies Committee will review any full proposal received in addition to which an external opinion might also be sought (particularly in the case of interdisciplinary areas). An interview may be suggested.
(4) On acceptance, the student will be invited to submit an application through the university's online application system UCC Apply
(5) Prospective applicants must not make an application through UCC Apply until steps 1-3 are completed.
We are delighted to announce that the Postgraduate Diploma in English as an Additional Language is now open to applications on UCC Apply for September 2023 entry. You can read more about the course in the UCC prospectus and the attached poster. We are opening for applications very late in the year but felt that it was important to open as soon as possible given the challenges facing teachers in this space across the country.
The qualification is blended (50% online, 50% in person) and promises to be innovative yet practical. The course is open to all practising teachers, school leaders, SNAs and support staff who work with EAL students in primary and secondary sectors but it may also be relevant to practitioners in Early Years and Further Education.
The qualification is blended (50% online, 50% in person) and promises to be innovative yet practical. The course is open to all practising teachers, school leaders, SNAs and support staff who work with EAL students in primary and secondary sectors but it may also be relevant to practitioners in Early Years and Further Education.