Master's of Education (M.Ed.)
at Handong Graduate School of Education
with IB Educator Certificate Program
The sections below are the courses for Master's of Education.
IBEC courses are only covered in red.
1. Introduction to the Bible and Theology
This course aims to prepare Christian teachers with a basic knowledge of the Bible and theology. Teachers will learn how to apply biblical principles to their practice so that it is grounded in the Bible and theology.
2. Understanding Christian Worldview
This course will introduce students to the concept of worldview, which forms the foundation of our lives. As Christians, students will learn what it means to have a biblical worldview (creation, fall, redemption and consummation) and how one's identity can influence and overcome other worldviews.
3. Calling and Teaching Profession
This course will cover the the assurance of one's faith and their calling as Christian teachers. Students will study spiritual principles that will guide their practice in the field so that they can have a positive influence on their students.
4. Philosophy of Christian Education
The challenge for each Christian educator is to make his or her philosophy of education explicit and consistent with a Christian world view. This course will examine the foundational components of philosophy and how those components and our Christian faith affect and influence our educational theory and practice.
5. Biblical Studies (Bible and Christian Apologetics or Creation Science Forum)
This course aims to study the Bible in depth with varying focus each year. In 2015, for example, the course looked at the four Gospels. Even though the four gospels cover the life of Christ, their perspectives and focuses are different. The course intended to show how the four gospels deliver their own description of Jesus and discipleship.
1. IB Curriculum Design & Delivery
International educators recognize that to develop knowledge, understanding, skills and attitudes in their students, the focus must be on the learner and learning. Designing and delivering curriculum with these elements in mind is integral to the IB World School setting. This course focuses on the approaches, strategies and structures used for designing written and assessed curriculum and for delivering taught curriculum in IB World Schools, including curricula which are responsive to learners’ diverse learning needs, cultural values and backgrounds, and linguistic competencies. This course will focus on developing practical knowledge of how the IB Diploma Programme (IBDP) is designed, interpreted, and implemented in IB World Schools and how it can be assessed to support student learning.
2. IB Assessment for Learning in the DP
This course prepares educators to assess, evaluate, and reflect on teaching and learning within the IB Diploma Programme (IBDP). Through a focus on developing an understanding of the relationship between teaching, learning, and assessment, this course provides an overview of the many and varied approaches to assessment that can be used in the IBDP. Consideration will also be given to assessment practices that support various student learning needs. An examination of the process of reflective practice for both students and educators, and its role in enhancing teaching and learning, in international educational contexts is also a major component of this course.
3. Pedagogical Content Studies: Content Area in Social Studies 1,2
The courses offered in the Pedagogical Content Studies include Subject areas such as Economics, Culture & Society, General Social Studies, Political Science and Law. For example, in Economics course, students will review basic concepts of Economics, more precisely the concept of supply and demand, price control and tax effect, competition and monopoly, total demand and supply, and economic stabilization through financial policy, and effects of international trade. Furthermore, students will have opportunities to study economics with a biblical perspective through projects. In Culture & Society students will analyze and examine diverse cultural phenomenon and social effects with a Christian Worldview.
3. Pedagogical Content Studies: Content Area in Sciences 1,2
This course will review learning the contents of existing science curriculum and study the contents and methods of science education through the analysis of different worldviews, which deals with theories and interpretations of scientific phenomenon. The course will specifically focus on the subject of biology and chemistry.
1. IB Teaching & Learning in the DP
All IB programmes strive to develop the ‘Approaches To Learning’ (ATL) skills in the daily activities of learners in the areas of: thinking skills, communication skills, social skills, self-management skills, and research skills. Furthermore, teachers need to reflect upon their experience in the classroom with their ‘Approaches to Teaching’ that consists of: teaching through inquiry, teaching through concepts, teaching developed in local & global contexts, teaching focused on effective teamwork and collaboration, teaching differentiated to meet the needs of all learners, and teaching informed by assessment.
To help students acquire and apply the ATL skills to learning in the Diploma Program, this course will review contemporary research on learning theories and styles, as well as IB’s six approaches to teaching that can be applied in the classroom practices of ‘Teaching and Learning’ in the IBDP. Students will reflect on the importance of developing cognitive, affective and meta-cognitive skills in learners and how it can increase their capacity to become self-regulated and intrinsically motivated.
2. IB Building Professional Learning Communities
Collaboration, inquiry, and reflection on instructional practice is a way to improve the quality of teaching and student learning in schools. Reflection, in particular, is an important process of reviewing, and consequently improving practice for educators in achieving appropriate student learning outcomes. Teachers who reflect individually and collaboratively model good learning strategies to their students and also enhance their own understanding of best practices. Through the process of self and collaborative reflection, teachers can develop and articulate a personal, independent and critical stance in gaining diverse perspectives on various issues, policies and developments in the IB programmes and thus able to contribute to a lasting impact on learning.
3. Course Design
This course is based on the belief that Christianity is a religion that is communicative, which embodies God's love through a variety of media. Thus, the course will give time to reflect on the changes in education as a result of the development of digital technology and media. It is a practical course to conduct instructional design based on ASSURE model with a general understanding of instructional design.
1. Education research methodology
This course covers quantitative and qualitative research methods that are most frequently used in the field of education. The course deals with basic knowledge of research methods (basic concepts, forms and procedures), and quantitative methods (writing questionnaires, verifying reliability and validity, sampling. etc.); Methods of collecting data (measurement, interview, observation, experiment, content analysis, and evaluation), and basics of qualitative research. Further, the course will require a specific and practical research proposal that can be used in the field of education that will help increase the understanding of its fundamental concepts.
2. Thesis 1,2,3
This course aims to materialize a thesis through an continuing discussion of a topic with an academic advisor related to a theory, the research procedure, and the research methodology related to his / her dissertation.
2. Project 1 (Action Research) + Project 2 (Ed Tech) + Project 3 (Social Emotional Learning)
In this course, students will explore teaching-learning issues in their practice that will lead to research questions and proceed to Action research. Curriculum development and redesign from Christian perspectives are a primarily recommended approach. After defining a research to theme and questions, where they will collect and analyze an appropriate research methodology collecting and analyzing the data. Project results will be presented to an open audience.
6 (2 each)
The teaching practicum provides an opportunity for those who do not have prior teaching experience or license to gain practical, on the field experience, at one of our partnering schools. Based on their practicum experience, students will create a ‘Teaching Portfolio’ that will consist of both an analysis and reflection of their field experience.