Curriculum, Teaching and Learning

CTL: Introduction

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​Faculty Affiliatio​n

Ontario Institute for Studie​s in Education (OISE)​

​​Degree Programs

​Curriculum Studies a​nd Teacher Development

​​​​M​A​
Emphasis:
Critical Studies in Curriculum and Pedagogy​
MEd​
PhD

​Language and Literacies Education

​​MA​​
​MEd
​​​PhD

​ Teaching

​​​​MT
Fields:
Elementary Education
Secondary Education

Combined Degree Programs

Collaborative Specializations

The following collaborative specializations are available to students in participating degree programs as listed below:

  1. Comparative, International and Development Education
    • Curriculum Studies and Teacher Development, MA, MEd, PhD
    • Language and Literacies Education, MA, MEd, PhD
  2. Education, Francophonies and Diversity
    • Curriculum Studies and Teacher Development, MA, MEd, PhD
    • Language and Literacies Education, MA, MEd, PhD
  3. Educational Policy
    • Curriculum Studies and Teacher Development, MA, MEd, PhD
    • Language and Literacies Education, MA, MEd, PhD
  4. Engineering Education
    • Curriculum Studies and Teacher Development, MA, PhD
  5. Ethnic and Pluralism Studies
    • Language and Literacies Education, MA, MEd, PhD
  6. Knowledge Media Design
    • Curriculum Studies and Teacher Development, M​A, MEd, PhD
    • Language and Literacies Education, MA, MEd, PhD
  7. Sexual Diversity Studies
    • Curriculum Studies and Teacher Development, MA, MEd, PhD
  8. Women and Gender Studies
    • Curriculum Studies and Teacher Development, MA, MEd, PhD
    • Language and Literacies Education, MA, MEd, PhD​​

Overview

The Department of Curriculum, Teaching and Learning (CTL) is the largest of four departments within OISE. With a diverse community of tenured, tenure-stream faculty, and lecturers, the department offers a wide range of graduate courses and programs relating to academic scholarship and professional practice. Faculty and students research, write, and teach about a wide variety of subjects concerning children, youth, and teachers, both in and out of schools.

The department offers graduate programs in three areas of study: 1) Curriculum Studies and Teacher Development; 2) Language and Literacies Education; and 3) Teaching. These programs reflect a variety of scholarly interests and are closely linked with the department's strong research base.

Contact and Address

Admissions

Initial inquiries regarding admission to graduate studies in the Department of Curriculum, Teaching and Learning (CTL) should be made directly to:

Web: www.oise.utoronto.ca/orss
Email: admissions.oise@utoronto.ca
Tel: (416) 978-4300
Fax: (416) 323-9964

Office of the Registrar and Student Services
Ontario Institute for Studies in Education (OISE)
University of Toronto
252 Bloor Street West, Room 8-225
Toronto, Ontario M5S 1V6
Canada

Program

Web: www.oise.utoronto.ca/ctl
Email: ctlinquiries@utoronto.ca
Telephone: (416) 978-0040
Fax: (416) 926-4744

Department of Curriculum, Teaching and Learning
Ontario Institute for Studies in Education
University of Toronto
252 Bloor Street West, 11th Floor
Toronto, Ontario M5S 1V6
Canada

CTL: Graduate Faculty

Full Members

Bartel, Lee - BA, BMus, MEd, PhD
Beattie, Mary - BA, BA, MA, MEd, EdD
Bencze, Lawrence - BEd, BSc, MSc, PhD
Bennett, Barrie - BPHE, MEd, PhD
Bickmore, Kathy - MA, PhD
Brett, M. Clare - BA, MA, PhD (Chair and Graduate Chair)
Burke, Lydia Carol-Ann - DipEd, BA, MEd, PhD
Cameron, Linda - BA, MEd, EdD
Campbell, Elizabeth - BA, BEd, MEd, PhD
Conle, Carola - BA, MEd, PhD
Cooper, Karyn - PhD
Danesi, Marcel - BA, MA, PhD
Davie, Lynn - BA, MA, PhD
Diamond, Colin - BA, PhD
Earl, Lorna - PhD
Esmonde, Indigo - BSc, MSc, MA, PhD
Evans, Mark - BE, BA, MA, PhD
Farrell, Joseph - BSc, PhD
Feuerverger, Grace - BA, MA, PhD
Gagne, Antoinette - BEd, MEd, PhD
Gallagher, Kathleen Marie - PhD
Gaztambide-Fernandez, Ruben - BM, MEd, EdD
Gerin-Lajoie, Diane - BSc, MA, PhD
Gitari, Wanja - BEd, MA, PhD
Goldstein, Tara - BA, PhD
Helms-Park, Rena - BA, MA, AM, DPhil
Hewitt, James - BEd, BMath, MEd, PhD (Associate Chair, Graduate Studies)
Hidi, Suzanne - BA, MA, PhD
Hodson, Derek - BSc, MEd, PhD
Jang, Eunice Eunhee - BA, MA, PhD
Kerekes, Julie - BA, MA, PhD
Kilbourn, Brent - BS, PhD
Kosnik, Clare - DPhil, DPhil
Labrie, Normand - BA, MA, PhD
Lam, Tony - BA, MA, PhD
Levine, David - BA, MA, PhD
Lory, Marie-Paule - BA, MS, MS, PhD
McCready, Lance - BA, MA, PhD
McDougall, Douglas - BM, BEd, MEd, EdD
Miller, John - BA, MAT, PhD
Morgan, Cecilia Louise - BA, BA, MA, PhD
Niyozov, Sarfaroz - MEd, MA, PhD
Pedretti, Erminia - BE, MEd, PhD
Piccardo, Enrica - MA, PhD
Restoule, Jean-Paul - BA, MA, DPhil
Rolheiser, N Carol - BEd, MEd, PhD
Sandwell, Ruth - BA, MA, PhD
Scardamalia, Marlene - PhD
Simon, Robert - BA, MA, MTh, PhD
Slotta, James - BS, MPsy, PhD
Smyth, Elizabeth - BA, BEd, MA, EdD
Spada, Nina - BA, MA, PhD
Springgay, Stephanie - BEd, BFA, MA, PhD
Stagg Peterson, Shelley - BE, MEd, PhD
Sykes, Heather - BSc, PhD
Thiessen, Dennis - AB, MEd, DPhil
Trifonas, Peter Pericles - BE, BA, PhD
Troper, Harold - BA, MA, PhD
Wahlstrom, Merlin - BEd, MEd, PhD
Wallace, John - BSc, BEd, MSc, PhD
Willows, Dale - PhD
Wolfe, Richard - BA

Members Emeriti

Aitken, Johan - BA, MA, PhD
Allen, Patrick - BA, MA, PhD
Beck, Clive - PhD
Bogdan, Deanne - BA, MA, PhD
Booth, David - BA, MEd
Churchill, Stacy (Jr.) - PhD
Clandfield, David - BA, MA, PhD
Connelly, Michael - BSc, BEd, MSc, PhD
Darroch-Lozowski, Vivian - BSc, MA, PhD
Frenette, Normand - BA, MA, MA, MEd, PhD
Hanna, Gila - BA, MA, MEd, PhD
Harley, Birgit - BA, MA, PhD
Jordan, Anne - BA, MA, PhD
Kelly, Brendan - BSc, MSc, PhD
Lapkin, Sharon - BA, MA, PhD
Logan, Robert - BSc, PhD
Nagy, Philip - BSc, MEd, PhD
Nishisato, Shizuhiko - BA, MA, PhD
Silvers, Ronald - BA, MA, PhD
Swain, Merrill - BA, PhD
Traub, Ross - PhD

Associate Members

Allen, Guy - BA, MA, PhD
Broad, Kathy - BEd, BA, MEd, PhD
Burnaby, Barbara - BA, BA, MA, PhD
Campano, H. Gerald - PhD
Collier, Diane - BEd, BA, MEd, PhD
Donald, Dwayne - BA, BEd, MEd, PhD
Hundey, Ian - BA, MA
Lancaster, Ron - BEd, BS, MMath
Marks Krpan, Cathy - BEd, MEd, EdD
Montemurro, David - BEd, BA, MES
Nasmith, Louise - AB, AB, MDCM
Nayer, Marla - BSc, MEd
Penfield, Randall - PhD
Rehner, Katherine - BA, BE, MEd, PhD
Rossi, Miriam Frances - BSc, MSc, MD, MD, MD
Rowsell, Jennifer - PhD
Seller, Wayne - BA, MEd
Shore, Lesley - DipEd, BA, MEd, EdD
Steele, Jeffrey - BA, MA, PhD
Stewart Rose, Leslie - BEd, BM, MA, EdD
Stiegelbauer, Suzanne - BS, MA, MA, PhD
Tarc, Aparna - BA, BE, MEd, PhD
Turnbull, Miles - BA, AM
Woodruff, Earl - MA, PhD

CTL: Curriculum Studies and Teacher Development Overview

Program Description

The Curriculum Studies and Teacher Development (CSTD) program is a forum for systematic reflection on curriculum, viewed in the broadest sense as educational experiences that occur in both formal and informal settings. This includes a critical examination of the substance (subject matter, courses, programs of study), purposes, and practices used for bringing about learning in educational settings.

The CSTD program includes three areas of interest, which reflect overlapping and intersecting areas of strength in the whole Curriculum Studies and Teacher Development program. One of these areas of interest can be taken as part of an emphasis in Critical Studies in Curriculum and Pedagogy. See the CSTD website for more details on the clusters.

Critical Studies in Curriculum and Pedagogy

Taking curriculum and pedagogy broadly defined as points of departure, the Critical Studies in Curriculum and Pedagogy cluster is a forum for systematic and interdisciplinary reflection on the myriad of processes and contexts related to educational experience, from schools and local communities, to media and transnational cultural contexts. The cluster encourages a critical exploration of educational phenomena, within and beyond the scope of schools, with a focus on power relations and social justice issues.

Learning, Schools, and Innovations

The Learning, Schools, and Innovations cluster emphasizes scholarship concerning the nature of learning and instruction in formal and informal settings, building on a broad academic literature in educational research, the learning sciences, evaluation and assessment, and learning and instruction within subject areas. The focus is to achieve a theoretical understanding of learning and instruction, embedding that theory in powerful innovations, and advancing the research.

Teaching and Teacher Education

This cluster focuses on the study of teaching and teacher learning across the curriculum. The term "teacher" is used broadly to include those who work in schools, district and government offices, and diverse settings (e.g., museum studies, outdoor education centres).

CTL: Curriculum Studies and Teacher Development MA

Master of Arts​

The MA degree program is designed to provide academic study and research training related to curriculum studies. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MA can be taken on a full-time or part-time basis.

 

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Admission normally requires an appropriate bachelor's degree, with the equivalent of at least a University of Toronto mid-B or better in the final year, in a relevant discipline or professional program.

  • Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying.

  • Statement of Intent: Applicants should state the reasons they wish to undertake a research-oriented program of study in curriculum or teacher development. The chief academic interests and experience, professional concerns, and career plans related to an aspect of curriculum studies should be discussed. In order to identify their research interests in their Statement of Intent, applicants should visit the Curriculum Studies and Teacher Development program web page.

  • The Admissions Committee reviews this statement to determine the kind of curriculum problem or area of study in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Program Requirements

  • Coursework. Students must complete 4.0 full-course equivalents (FCEs) as follows:

    • At least 2.0 FCEs, normally CTL 1000-level courses undertaken in the Curriculum Studies and Teacher Development program.

    • CTL 1000H Foundations of Curriculum Studies (0.5 FCE).

    • A research methods course (0.5 FCE) from an approved course listing. See listing of approved research methods courses.

    • Additional courses may be required of some applicants, depending on previous experience and academic qualifications.

  • Thesis.

  • Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, and thesis ethical review.

Program Length

6 sessions full-time (typical registration sequence: F/W/S/F/W/S);
10 sessions part-time

Time Limit

3 years full-time;
6 years part-time

CTL: Curriculum Studies and Teacher Development MEd

Master of Education​

The MEd degree program is designed chiefly for the professional development of those who are already engaged in a career related to education. Applicants who anticipate going on to further study at the PhD level are advised to apply for enrolment in an MA rather than an MEd degree program. The MEd can be taken on a full-time or part-time basis.

 

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies, which specify an appropriate bachelor's degree from a recognized university. This degree must be completed with an academic standing equivalent to a University of Toronto mid-B or better in the final year. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Ordinarily, applicants will have at least one year of relevant, successful, professional experience prior to applying.

  • In the Statement of Intent, applicants should state the reasons they wish to study curriculum at the graduate level. The chief academic interests, professional concerns, and career plans related to curriculum studies and teacher development should be discussed. In order to identify their research interests in their Statement of Intent, applicants should visit the Curriculum Studies and Teacher Development web page. The admissions committee reviews this statement to determine the kind of focus or area of study in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Program Requirements

  • Coursework. Students must complete 5.0 full-course equivalents (FCEs) as follows:

    • At least 2.5 FCEs, normally CTL 1000-level courses undertaken in the Curriculum Studies and Teacher Development program.

    • CTL 1000H Foundations of Curriculum Studies (0.5 FCE).

  • Additional study may be required either within the degree program or prior to admission, depending on previous experience and academic qualifications.

Program Length

4 sessions full-time (typical registration sequence: F/W/S/F);
10 sessions part-time

Time Limit

3 years full-time;
6 years part-time

CTL: Curriculum Studies and Teacher Development PhD

Doctor of Philosophy​

The PhD program demands a strong commitment to research. The Curriculum Studies and Teacher Development program offers both full-time and flexible-time PhD program options. Degree requirements for both options are the same; only the length of time to completion differs (see Program Length below). Applicants must declare the option for which they wish to apply.

 

PhD Program

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • A master's degree in education from a recognized university with a grade equivalent to a University of Toronto B+ or better and in the same area of specialization as proposed at the doctoral level is required. Further documentation may be required to establish equivalence.

  • Applicants ordinarily have a minimum of two years' professional experience prior to applying.

  • Applicants are required to submit, along with the application:

    • ​​​Their master's thesis or a sample of single-authored scholarly writing; for details about what constitutes an appropriate writing sample, visit the Curriculum Studies and Teacher Development web page.

    • A Statement of Intent describing their intellectual interests and concerns relevant to curriculum studies and teacher development, reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals

    • Two letters of reference, one academic and one professional.

Program Requirements

  • Coursework. Students must normally complete 3.5 full-course equivalents (FCEs) as follows:

    • At least 2.0 FCEs, normally CTL 1000-level courses.

    • CTL 1899H, the CSTD Doctoral Proseminar (0.5 FCE).

    • Students are expected to take CTL 1000H Foundations of Curriculum Studies (0.5 FCE) if they did not complete it at the master's level

    • Additional courses may be required of some students.

    • One research methods course (0.5 FCE) from approved course listing.

  • Comprehensive examination.

  • A thesis embodying the results of an original investigation, and a Doctoral Final Oral Examination on the content and implications of the thesis.

  • Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, comprehensive examination, and thesis ethical review.

  • Full-time PhD students must maintain full-time status throughout their program of study.

  • Students must register annually and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Program Length

4 years

Time Limit

6 years

 

PhD Program (Flexible-Time)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • A master's degree in education from a recognized university with a grade equivalent to a University of Toronto B+ or better and in the same area of specialization as proposed at the doctoral level is required. Further documentation may be required to establish equivalence.

  • Applicants ordinarily have a minimum of two years' professional experience prior to applying.

  • Applicants are required to submit, along with the application:

    • T​​heir master's thesis or a sample of single-authored scholarly writing; for details about what constitutes an appropriate writing sample, visit the Curriculum Studies and Teacher Development web page.

    • A Statement of Intent describing their intellectual interests and concerns relevant to curriculum studies and teacher development, reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals

    • Two letters of reference, one academic and one professional.

  • Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option. However, in addition, applicants to the flexible-time PhD should demonstrate that they are active professionals engaged in activities relevant to their proposed program of study.

Program Requirements

  • Coursework. Students must normally complete 3.5 full-course equivalents (FCEs),as follows:

    • At least 2.0 FCEs, normally CTL 1000-level courses.

    • CTL 1899H, the CSTD Doctoral Proseminar (0.5 FCE).

    • Students are expected to take CTL 1000H Foundations of Curriculum Studies (0.5 FCE) if they did not complete it at the master's level.

    • One research methods course (0.5 FCE) from an approved course listing.

    • Additional courses may be required of some students.

  • Comprehensive examination. 

  • A thesis embodying the results of an original investigation, and a Doctoral Final Oral Examination on the content and implications of the thesis.

  • Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, comprehensive examination, and thesis ethical review.

  • Students must register annually until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Program Length

8 years

Time Limit

8 years

CTL: Curriculum Studies and Teacher Development MA, MEd, PhD Emphases

Emphasis: Critical Studies in Curriculum and Pedagogy

The emphasis in Critical Studies in Curriculum and Pedagogy will encourage a critical exploration of educational phenomena, within and beyond the scope of schools, and will focus on social justice issues in education including issues related to environmental justice, globalization, colonialism, race, disability, gender, sexuality, and cultural and linguistic difference.​

  • Coursework. From the following course list, MA, MEd, and PhD students must successfully complete 1.5 full-course equivalents (FCEs), which are counted towards the total FCEs required for the student's degree program:

    • CTL 3031H, CTL 1011H, CTL 1024H, CTL 1031H, CTL 1037H, CTL 1048H, CTL 1062H, CTL 1063H, CTL 1064H, CTL 1065H, CTL 1099H, CTL 1218H, CTL 1219H, CTL 1220H, CTL 1221H, CTL 1304H. CTL 1306H, CTL 1307H, CTL 1309H, CTL 1312H, CTL 1313H, CTL 1318H, CTL 1319H, CTL 1816H, CTL 1818H, CTL 1822H, CTL 1861H, CTL 3034H.

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, the student will receive a Letter of Completion.

CTL: Curriculum Studies and Teacher Development MA, MEd, PhD Courses

Not all courses are offered every year. Please consult the Office of the Registrar and Student Services' course schedule.

Master's Level

​CTL 1000H​
Fondements​ du l'étude des programmes scolaires​
​CTL 1000H
Foundations of Curriculum Studies​
​CTL 1001H
Values and Schooling​
​CTL 1005H
Language, Literacy, and the School Curriculum​
​CTL 1007H
Communities of Learning: Teachers Constructing Professional Knowledge​
​CTL 1011H
Anti-Oppression Education in School Settings​
​CTL 1011H
L’éducation pour l’anti-oppression en milieu scolaire​​​
​CTL 1012H
Curriculum for Girls and Young Women: Historical and Contemporary Issues
​CTL 1014H
Evaluation of Curriculum and Instruction​
​CTL 1016H
Cooperative Learning Research and Practice​
​CTL 1018H
Introduction to Qualitative Inquiry in Curriculum, Teaching, and Learning​
​CTL 1019H
Authentic Assessment​
​CTL 1020H
Teaching High Ability Students​​
​CTL 1023H
Technology and Education: Critical Perspectives on Theory and Practice​
​CTL 1024H
​Poststructuralism and Education
​CTL 1026H
​Improving Teaching
​CTL 1027H
​Facilitating Reflective Professional Development
​CTL 1028H
Constructive Feedback in Teaching​
​CTL 1029H
From Student to Teacher: Professional Induction​
​CTL 1031H
​Language, Culture, and Identity: Using the Literary Text in Teacher Development
​CTL 1032H
Knowing and Teaching​
​CTL 1033H
Multicultural Perspectives in Teacher Development: Reflective Practicum​
​CTL 1036H
Thoughtful Teaching and Practitioner Inquiry​
​CTL 1037H
Teacher Development: Comparative and Cross-Cultural Perspectives​
​CTL 1038H
​Change and Curriculum Implementation
​CTL 1040H
Fundamentals of Program Planning and Evaluation​
​CTL ​1041H
Research Methods In Education​
​CTL 1042H
Instrument Development in Education​
​CTL 1043H
Research Issues in Alternative Assessments​
​CTL 1045H
Survey Research​​
​CTL 1046H
Training Evaluation​
​CTL 1047H
Course Self-Assessment​
​CTL 1048H
Qualitative Methodology: Challenges and Innovations​
​CTL 1060H
Education and Social Development​
​CTL 1062H
Performed Ethnography and Research Informed Theatre​
​CTL 1063H
Pedagogies of Solidarity​
​CTL 1064H
Applied Theatre and Performance in Sites of Learning​
​CTL 1065H
Approaches to Anti-Homophobia and Anti-Transphobia Education​
​CTL 1099H
Critical Approaches to Arts-Based Research​
​CTL 1104H
​Play, Drama, and Arts Education
​CTL ​1105H
Research and Inquiry in Arts Education​
​CTL 1106H
Spirituality in Education​
​CTL 1110H
​The Holistic Curriculum
​CTL 1115H
​Teacher Education and the Construction of Professional Knowledge: Holistic Perspectives
​CTL 1116H
Holistic Education Approaches in Elementary School Mathematics​
​CTL 1117H
Liberatory Practices in Drama and Education​
​CTL 1119H
Gaining Confidence in Mathematics: A Holistic Approach to Rebuilding Math Knowledge and Overcoming Anxiety​
​​CTL 1120H
​Effective Teaching Strategies in Elementary Mathematics Education: Research and Practice
​CTL 1200H
Science in the School Curriculum​
​CTL 1202H
Mathematics in the School Curriculum: Elementary​
​CTL 1206H
Teaching and Learning Science​
​CTL 1207H
Teaching and Learning about Science: Issues and Strategies in Science, Technology, Society, and
Environment (STSE) Education​
​CTL 1208H
Curriculum Issues in Science and Technology: An Historical Perspective​
​CTL 1209H
​Current Issues in Science and Technology Education
​CTL 1211H
​Action Research in Science, Mathematics, and Technology Education
​CTL 1212H
​Curriculum Making in Science: Some Considerations in the History, Philosophy, and Sociology of Science
​CTL 1214H
Equity Issues in Science Education​
​CTL 1215H
Teaching and Learning About Science and Technology: Beyond Schools​
​CTL 1216H
Teacher Leadership in Curriculum, Teaching, and Technology Education​
​CTL 1217H
​Integrating Science, Mathematics, and Technology Curricula
​CTL 1218H
Culture and Cognition in Mathematics, Science, and Technology Education​
​CTL 1219H
Making Secondary Mathematics Meaningful​
​CTL 1220H
Sociocultural Theories of Learning​
​CTL 1221H
Education for Human Goals Local and Global: How's Science Education Helping?
​CTL 1222H
Environmental Studies in Science, Mathematics, and Technology Education​
​​CTL 1223H
​​Activist Science and Technology Education
​CTL 1304H
Cultural Studies and Education​
​CTL 1306H
La recherche qualitative en éducation: bases théoriques et pratiques​
​CTL 1306H
​Q​ualitative Research Methods in Education: Concepts and Methods
​CTL 1307H
Identité collective et éducation minoritaire de langue française​
​CTL 1307H
​Identity Construction and Education of Minorities
​CTL 1309H
​Les stéréotypes sexuels dans les programmes scolaires
​CTL 1312H
Democratic Citizenship Education​
​CTL 1313H
​Gender Equity in the Classroom
​CTL 1316H
Global Education: Theory and Practice​
​CTL 1318H
​Teaching Conflict and Conflict Resolution
​CTL 1319H
​Religious Education: Comparative and International Perspectives
CTL 1320H Introduction to Aboriginal Land-Centered Education: Historical and Contemporary Perspectives
CTL 1321H Aboriginal Civilization: Language, Culture, and Identity
CTL 1322H Literacies of Land: Narrative, Storying, and Literature
​CTL 1400H
Classroom Adaptations and Instructional Strategies​
​CTL 1402H
Adaptive Instruction in Inclusive Classrooms​
​CTL 1403H
Special Education and Social Representation of Difference​
​CTL 1405H
The Origins of Modern Schooling I: Problems in Education Before the Industrial Revolution​
​CTL 1406H
​The Origins of Modern Schooling: Issues in the Development of the North American Educational System
​CTL 1407H
​Rural Education and Social Reform in Canadian History, 1860–​1960
​CTL 1408H
​History of Education and Society: Selected Topics
​CTL 1423H
​Families, Schooling and Canadian History, 1840–​1970
​CTL 1424H
​Religion, Ideology, and Social Movement in the Development of North American Education
​CTL 1426H
​The History of Gender and Education in Canada
​CTL 1427H
Commemorating Canada, 1800s–1900s​
​CTL 1428H
​Immigration and the Development of Canadian Education
​CTL 1429H
​Ethnicity and the Development of Canadian Education
​CTL 1430H
​Gendered Colonialisms, Imperialisms, and Nationalisms in History
​CTL 1448H
​​Popular Culture and the Social History of Education II
​CTL 1454H
​The Battle Over History Education in Canada
​CTL 1460H
​History and Educational Research​
​CTL 1602H
​Introduction to Computers in Education
​CTL 1603H
​Introduction to Knowledge Building
​CTL 1604H
​Video/Multimedia Design
​CTL 1606H
Computers in the Curriculum​
​CTL 1608​H
​Constructive Learning and Design of Online Environment
​CTL 1609H
​Educational Applications of Computer-Mediated Communication
​CTL 1611H
Computer-Mediated Distance Education​
​CTL 1612H
​The Virtual Library (Non-Credit)
​CTL 1614H
​Knowledge Media and Learning
​CTL 1797H
Practicum in Curriculum: Master's Level​
​CTL 1798H
Individual Reading and Research in Curriculum: Master's Level
​CTL 5000H
Special Topics in Curriculum: Master's Level​​
CTL 5010H Special Topics in Curriculum: Master's Level​​
CTL 5011H Special Topics in Curriculum: Master's Level​​

Doctoral Level

​CTL 1801H
Action Resear​ch and Professional Practice​
​CTL 1808H
Curriculum Innovation in Teacher Education​
​CTL 1809H
Narrative and Story in Research and Professional Practice​
​CTL 1810H
​Qualitative Research in Curriculum and Teaching
​CTL 1811H
​Writing Research/Research Writing: Moving from Idea to Reality
​CTL 1812H
​Professional Ethics of Teaching and Schooling
​CTL 1816H
​Minority Education and Inclusion: Policies in Practice
​CTL 1817H
​Current Issues in Teacher Education
​CTL 1818H
Arts in Education: Concepts, Contexts, and Frameworks​
​CTL 1819H​
​Multicultural Literature in the Schools: Critical Perspectives and Practices
​CTL 1822H
Urban School Research: Youth, Pedagogy, and the Arts​
​CTL 1825H​
The Teacher as a Contemplative Practitioner​
​CTL 1841H
Research Seminar in Science, Mathematics, and Technology Education​
​CTL 1842H
​Mixed Methods Research in Education: Combining Qualitative and Quantitative Inquiries
​CTL 1844H
Seminar in Evaluation Problems (prerequisite: CTL 2803H, CTL 1843H, or equivalent)​
​CTL 1846H
​Assessment for Teaching and Learning
​CTL 1847H
​Data Analysis and Integration in Mixed Methods Research
​CTL 1861H
​Critical Ethnography
​CTL 1864H
Methodologies for Comparing Educational Systems​
​CTL 1899H
CSTD Doctoral Proseminar​
​CTL 1923H
​Mobile and Ubiquitous Computing in Education
​CTL 1926H​
​Kno​wledge Media and Learning
​CTL 1997H
​Practicum in Curriculum: Doctoral Level
​CTL 1998H,Y
​Individual Reading and Research in Curriculum: Doctoral Level
​CTL 6000H
​Special Topics in Curriculum: Doctoral Level

CTL: Language and Literacies Education Overview

Program Description

The Language and Literacies Education program investigates questions around the relationships of literacies in language and language in literacies across communities, societies, instructional environments, and informal learning settings.

The scope of the program encompasses the following within applied linguistics and literacies studies:

  • the learning, teaching, and use of first and additional (non-native) languages in diverse settings;
  • curriculum, instruction, and assessment related to the development of first and additional language and K-12 literacy
  • skills;
  • the development of bilingual, multilingual, and translinguistic abilities;
  • language and literacy education policies and planning;
  • pedagogy oriented towards multiliteracies development, including early literacy and adolescent reading, writing, and oral language development, and children's literature across the curriculum;
  • social justice issues related to plurilingualism and cultural and linguistic diversity; and
  • pedagogical implications of the fact that language and literacy are infused into all aspects of learning in contexts characterized by linguistic diversity.

Specific resources related to the program include the OISE library's Modern Language Collection, la Collection Franco-Ontarienne, the Children's and Young Adult literature collection, and the Centre for Educational Research on Languages and Literacies. The program offers three degrees: MA, MEd, and PhD.​

CTL: Language and Literacies Education MA

Master of Arts​

Applicants expecting to pursue a doctorate in the future are advised to enrol in the MA (rather than the MEd) program in Language and Literacies Education (LLE). The MA program can be taken on a full-time or part-time basis.

 

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Admission requires an appropriate bachelor's degree, with the equivalent of a University of Toronto mid-B or better in the final year, in a relevant discipline or professional program. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Ordinarily, applicants should have teacher certification and at least one year of relevant successful professional experience prior to applying.

  • All applicants must submit a resumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.

Program Requirements

  • Coursework. Students must complete 4.0 full-course equivalents (FCEs) or eight half courses as follows.

    • A minimum of 2.0 FCEs in CTL 3000-level courses within the LLE program including CTL 3001H Research Colloquium in Language and Literacies Education (0.5 FCE). Part-time students are expected to be available to take CTL 3001H ​during daytime hours (usually Friday afternoons).

    • A research methods course relevant to the topic of the thesis (0.5 FCE). Any of the fo​llowing courses can fulfil this requirement: CTL 1018H, CTL 1041H, CTL 1306H, CTL 1810H, CTL 1842H, CTL 3019H, CTL 3033H, CTL 3800H, CTL 3807H, CTL 3810H, APD 1296H, APD 3202H, APD 3228H, JOI 1287H, JOI 1288H, or SJE 1905H.

    • Students wishing to propose an alternative course to fulfil one of the LLE course requirements will be required to obtain the approval of both the LLE graduate program coordinator and either their faculty advisor or their thesis supervisor.

    • Additional courses may be required of some applicants.

  • Thesis.

  • Students are responsible for meeting deadlines to complete their course requirements, thesis committee formation, and thesis ethical review.

Program Length

6 sessions full-time (typical registration sequence: F/W/S/F/W/S);
10 sessions part-time

Time Limit

3 years full-time;
6 years part-time

CTL: Language and Literacies Education MEd

Master of Education​

The MEd program can be taken on a full-time or part-time basis.

 

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies, which specify an appropriate bachelor's degree from a recognized university, with the equivalent of a University of Toronto mid-B or better in the final year. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Ordinarily, applicants should have teacher certification and at least one year of relevant successful professional experience prior to applying.

  • All applicants are required to submit a resumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future goals.

Program Requirements

  • Coursework. The MEd program consists of 5.0 full-course equivalents (FCEs) including:

    • A minimum of 2.5 FCEs in CTL 3000-level courses.

Program Length

4 sessions full-time (typical registration sequence: F/W/S/F);
10 sessions part-time

Time Limit

3 years full-time;
6 years part-time

CTL: Language and Literacies Education PhD

Doctor of Philosophy​

Students participating in the PhD program must have a strong commitment to research. The Language and Literacies Education (LLE) program offers both full-time and flexible-time PhD options. Degree requirements for the full-time and flexible-time options are the same. Applicants must declare their preferred option when applying.

 

PhD Program

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • An appropriate master's degree with a grade equivalent to a University of Toronto B+ or better from a recognized university is required.

  • Admission is contingent upon satisfactory completion of a master's thesis, or the equivalent in the form of a scholarly piece of writing.

  • Ordinarily, applicants will have a minimum of two years of relevant professional experience prior to applying.

  • Applicants must submit a resumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.

Program Requirements

  • Coursework. Students must complete 3.0 to 4.0 full-course equivalents (FCEs) depending on previous experience and academic qualifications, as follows:

    • A minimum of 2.0 FCEs in CTL 3000-level courses within the LLE program, including CTL 3001H Research Colloquium in Language and Literacies Education (0.5 FCE). If CTL 3001H was taken at the master's level, students are not permitted to take it again and should substitute it with another CTL 3000-level course (0.5 FCE).

    • A research methods course relevant to the topic of the thesis (0.5 FCE). Any of the following courses can fulfil this requirement: CTL 1018H, CTL 1041H, CTL 1306H, CTL 1810H, CTL 1842H, CTL 3019H, CTL 3033H, CTL 3800H, CTL 3803H, ​CTL 3807H, CTL 3810, APD 1296H, APD 3202H, APD 3228H, JOI 1287H, JOI 1288H, or ​SJE 1905H.

    • A student wishing to propose an alternative course to fulfil one of the LLE course requirements must obtain the approval of the LLE program coordinator and either their faculty advisor or thesis supervisor.

  • Comprehensive examination.

  • A thesis embodying the results of an original investigation, and a Doctoral Final Oral Examination on the content and implications of the thesis.

  • Students must register annually and pay the full-time fee until all degree requirements have been fulfilled.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Program Length

4 years

Time Limit

6 years

 

PhD Program (Flexible-Time)

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • An appropriate master's degree with a grade equivalent to a University of Toronto B+ or better from a recognized university is required.

  • Admission is contingent upon satisfactory completion of a master's thesis, or the equivalent in the form of a scholarly piece of writing.

  • Ordinarily, applicants will have a minimum of two years of relevant professional experience prior to applying.

  • Applicants must submit a resumé and a Statement of Intent describing their reasons for wishing to take the program, previous qualifications and professional experiences, particular research or professional interests, and future career goals.

  • Applicants should demonstrate that they are active professionals engaged in activities relevant to their proposed program of study.

Program Requirements

  • Coursework. Students must complete 3.0 to 4.0 full-course equivalents (FCEs) depending on previous experience and academic qualifications, as follows:

    • A minimum of 2.0 FCEs in CTL 3000-level courses within the LLE program, including CTL 3001H Research Colloquium in Language and Literacies Education (0.5 FCE). If CTL 3001H was taken at the master's level, students are not permitted to take it again and should substitute it with another CTL 3000-level course (0.5 FCE).

    • A research methods course relevant to the topic of the thesis (0.5 FCE). Any of the following courses can fulfil this requirement: CTL 1018H, CTL 1041H, CTL 1306H, CTL 1810H, CTL 1842H, CTL 3019H, CTL 3033H, CTL 3800H, CTL 3803H, ​CTL 3807H, CTL 3810,  APD 1296H, APD 3202H, APD 3228H, JOI 1287H, JOI 1288H, or ​SJE 1905H.

    • A student wishing to propose an alternative course to fulfil one of the LLE course requirements will be required to obtain the approval of the LLE program coordinator and either their faculty advisor or thesis supervisor.

  • Comprehensive examination.

  • A thesis embodying the results of an original investigation, and a Doctoral Final Oral Examination on the content and implications of the thesis.

  • Students must register annually until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

  • Students cannot transfer between the full-time and flexible-time PhD options.

Program Length

7 years

Time Limit

8 years

CTL: Language and Literacies Education MA, MEd, PhD Courses

Not all courses are offered every year. Please consult the Office of the Registrar and Student Services' course schedule.

Master's Level

​APD 12​96H
​​Assessing School-Aged Language Learners
​CTL 3000H
​Foundations of Bilingual and Multicultural Education
​CTL 3001H
​Research Colloquium in Language and Literacies Education
​CTL 3002H
​Second Language Teaching Methodologies
​CTL 3002Y
Methodology and Organization of Second-Language Teaching​
​CTL 3003H
​Planning and Organizing the Second Language Curriculum
​CTL 3004H
​Language Awareness and its Role in Teacher Development
​CTL 3005H
​Current Issues in English as a Second Language
​CTL 3007H
​Discourse Analysis
​CTL 3007H
​Séminaire sur le langage et la communication
​CTL 3008H
​Critical Pedagogy, Language, and Cultural Diversity
​CTL 3010H
​Second-Language Learning
​CTL 3011H
​Cognitive, Sociolinguistic,​ and Sociopolitical Orientations in Bilingual Education Research
​CTL 3011H
​Bilinguisme et éducation
​CTL 3013H
​Language Assessment
​CTL 3015H
Language and Literacies Education in Multilingual Contexts​
​CTL 3018H
​Language and Planning and Policy
​CTL 3018H
Politique et aménagement linguistique​
​CTL 3019H
Research Themes in Canadian French as a Second Language Education​
​CTL 3020H
Writing in a Second Language​
​CTL 3021H
​Pedagogical Grammar of French
​CTL 3024H
Language Teacher Education​​
​CTL 3025H
Educational Sociolinguistics​
​CTL 3026H
​Pragmatics in Language Education
​CTL 3027H
​Planification de la programmation pour un enseignement efficace
​CTL 3027H
​Curriculum Development for Effective Teachin​g
​CTL ​3028H
​Language Arts in Elementary Education
​CTL 3029H
​Children's Literature as a Foundation of Literate Behaviour Across the Curriculum
​CTL 3030H
​Theory and Practice in Elementary Literacy Instruction
​CTL 3031H
​Children's Literature Within a Multicultural Context
​CTL 3032H
Teaching Writing in the Classroom​
​CTL 3033H
​Literary Research Methodologies
​CTL 3034H
New Literacies: Making Multiple Meanings​
​CTL 3035H
Critical Literacy in Action​
​CTL 3036H
​Expressive Writing: Practice and Pedagogy
​CTL 3037H
​Biography in Educational Contexts
​CTL 3100H
​Communication and Second Language Learning in the Workplace
CTL 3101H
​Language Awareness for Language Educators
CTL 3410H
Schooling in the Movies: Education as Reflected in Hollywood Films
​CTL 3411H
​Cinema and Historical Literacy
​CTL 3412H
​Shakespeare and Cultural Literacy
CTL 3413H
​Reading Cinema and Cultural Identity
CTL 3414H
​Historical Literacy and Popular Literacy
CTL 3415H
​Educational Thought and Historical Literature​
​CTL 3797H
​Practicum in Language and Literacies Education: Master's Level
​CTL 3798H
​Individual Reading and Research in Language and Literacies Education: Master's Level
​CTL 5300H
​Special Topics in Language and Literacies Education Program: Master's Level
CRE 1001H Séminaire d’études : Éducation, francophonies et diversité
​JHC 1251H
Reading in a Second Languag​e​
​JTE 1952H
Language Culture and Education/M. Heller​

Doctoral Level

​​CTL 3800H
​​Second Language Classroom Research​
​CTL 3803H
Ethnographic Research in the Language Disciplines​
​CTL 3805H
Multilingualism and Plurilingualism​
​CTL 3806H
​Sociocultural Theory and Second Language Learning
​CTL 3807H
​Processing Second Language Data
​CTL 3808H
The Role of Instruction in Second Language Learning​
​CTL 3809H
​Research Seminar in Sociocultural Theory and Second Language Learning
​CTL 3810H
​Second Language Classroom Research Methods​
​CTL 3997H
​Practicum Second Language: Doctoral Level
​CTL 3998H
Individual Reading and Research in Language and Literacies Education: Doctoral ​Level​
​CTL 6300H​
Special Topics in Language and Literacies Education Program: Doctoral Level​

CTL: Teaching MT

​Master of Teaching​

The program involves 20 months of full-time study over two years leading to a Master of Teaching (MT) degree. Upon successful completion of this program, students are recommended to the Ontario College of Teachers for an Ontario Teachers' Certificate of Qualification, which qualifies them to teach in either the Elementary or Secondary fields of Ontario schools.

The MT program offers students a unique educational opportunity, which combines teacher qualification with advanced study of educational theory and an opportunity to conduct research. Students gain a strong grounding in curriculum, human development, ethics, educational law, diversity, educational technology, instructional planning, instructional design, and learning theory. There are four practice teaching experiences in which students ​develop their skills as teachers and extend the theoretical and practical knowledge they have acquired in the academic portion of the program.

The program includes formal coursework, teaching and research seminars, practice teaching, and a major research project.

The 20-month program is normally completed on a full-time basis in 5 terms:

  • ​Terms 1 and 2 (Fall and Winter sessions [September to April])

  • Term 3 (Summer session [May to August])

  • Terms 4 and 5 (Fall and Winter sessions [September to April]).​

Registration in Terms 4 and 5 is contingent upon successful completion of all courses in Terms 1, 2, and 3 and two successful placements.

Applicants must select one of the following teaching divisions:

  • Primary/Junior (junior kindergarten to grade 6)

  • Junior/Intermediate (grades 4 to 10)

  • Intermediate/Senior (grades 7 to 12).

Minimum Admission Requirements

  • Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Curriculum, Teaching and Learning's additional admission requirements stated below.

  • Applicants must have an appropriate bachelor's degree with the equivalent of a University of Toronto mid-B or better in the final year.

  • In their Statement of Intent, applicants should indicate their preferred option (i.e., Primary/Junior, Junior/Intermediate, or Intermediate/Senior) and describe three significant teaching and/or teaching-related experiences that they have had, especially with groups of children. With reference to these experiences, applicants should identify insights gained about teaching and learning, and explain how, based on these insights, they might contribute to the education of students in today's schools. In their resumé applicants are requested to list, in chart form, the extent of their teaching experiences. The chart should include dates, location of experience, role, and number of hours working with students. For details about the Statement of Intent, visit the MT program website.

  • Applicants to the Junior/Intermediate (J/I) option within the Elementary field must select one subject specialization, known as "teachable" or "teaching subject." Before applying to the J/I option, applicants must ensure they have the required number of prerequisite courses for the teaching subject. The prerequisites for teaching subjects in the J/I option are a minimum of 3.0 full-course equivalents (FCEs) for the teaching subject from a recognized university. Note that the prerequisite for French (Second Language) is 5.0 FCEs. For more details about subject specializations and their prerequisites, visit the MT program website.

  • Applicants to the Intermediate/Senior (I/S) option within the Secondary field must have two subject specializations, known as "teachable" or "teaching subject," of which one subject is selected as their first subject specialization and one as their second subject specialization. Before applying to the I/S option, applicants must ensure they have the required number of prerequisite courses for the teaching subject. The prerequisites are a minimum of 6.0 FCEs in the first teaching subject and a minimum of 3.0 FCEs in the second teaching subject from a recognized university. Note that the prerequisites for the teaching subjects French (Second Language), Science-Biology, Science-Chemistry, Science-Physics, and Science-General are 6.0 FCEs regardless of whether these teaching subjects are first or second subject specializations. For more details about subject specializations and their prerequisites, visit the MT program website.

  • There are 22 eligible teaching subjects (not all teaching subjects are offered this year):

    1. ​​​​​​​Business studies: accounting

    2. Business studies: general

    3. Dramatic arts

    4. English

    5. French as a second language

    6. Geography

    7. Health and physical education

    8. History

    9. International language: German

    10. International language: Italian

    11. International language: Spanish

    12. International language: other

    13. Mathematics

    14. Music: instrumental

    15. Music: vocal

    16. Religious education

    17. Science: biology

    18. Science: chemistry

    19. Science: physics

    20. Science: general

    21. Social science: general

    22. Visual arts.​

  • Not all eligible applicants are guaranteed admission.

  • A police record check is required in a practicum setting in both Years 1 and 2 of the program.

Program Requirements

  • Coursework. Students must complete 10.0 full-course equivalents (FCEs),as follows:

    • compulsory core courses

    • elective courses

    • the practice teaching courses CTL 7004H and CTL 7005H (two placements per course, totalling four teaching placements)

    • Major Research Project.

  • On successful completion, students receive the MT degree and a recommendation to the Ontario College of Teachers for an Ontario Teachers' Certificate of Qualification.

  • Normally, advanced standing is not granted in this program.

Program Length

5 sessions full-time (typical registration sequence: F/W/S/F/W​);

Time Limit

​3 years full-time​

CTL: Teaching MT Courses

Primary/Junior Division (Junior Kindergarten to Grade 6)

Core Courses

​CTL 700​0H
​Curriculum and Teaching in Literacy​
​CTL 7001H
​Educational Professionalism, Ethics, and Law
​CTL 7002H
​Curriculum and Teaching in Mathematics
CTL 7004H​
​Practice Teaching (Year 1)
​CTL 7005H
​Practice Teaching (Year 2)​
​CTL 7006H
​Educational Research 1
​​CTL 7008H
​Introduction to Special Education and Mental Health​
​CTL 7009H
​Anti-Discriminatory Education
​CTL 7010H
​Issues in Numeracy and Literacy
​CTL 7011​H
​Child and Adolescent Development and Learning
​CTL 7014H
Fundamentals of Teaching and Learning​
​CTL 7015H​
​Educational Research 2
​CTL 7016H
​Integrating Technology into the Classroom: Issues and Activities
​​​CTL 7017H
Curriculum and Teaching in Music, Dance, and Drama​
​CTL 7018H
​Curriculum and Teaching in Science and Environmental Education
​CTL 701​9H
​Supporting English Language Learners
​CTL 7071​H
​Curriculum and Teaching in Visual Arts and Physical Education
​CTL 7072H
​Curriculum and Teaching in Social Studies and Aboriginal Education​

Elective Courses

​Plus 1.0 FCE
Two elective courses (area)

Junior/Intermediate (J/I) Division (Grade 4 to Grade 10)

Core Courses

​CTL 7000H
Cur​riculum and Teaching in Literacy​
​CTL 7001H
Educational Professionalism, Ethics,​ and Law​
​CTL 7002H
​Curriculum and Teaching in Mathematics
​CTL 7004H
​Practice Teaching (Year 1)
​CTL 7005H
​P​ractice Teaching (Year 2)​
​CTL 7006H
​Educational Research 1
​CTL 7008H
​Introduction to Special Education and Mental Health
CTL 7009H​
​Anti-Discriminatory Education​
​CTL 7010H
​Issues in Numeracy and Literacy​
​CTL 7011H
​Child and Adolescent Development ​and Learning
CTL 7013H​
​Arts in Education
​CTL 7014H
​Fundamentals of Teaching and Learning
​CTL 7015H
​Educational Research 2
​CTL 7016H
​Integrating Technology into the Classroom: Issues and Activities
​CTL 7018H
Curriculum and Teaching in Science and Environmental Education​
​CTL 7019H
Supporting English Language Learners
​CTL 7072H
​Curriculum and Teaching in Social Studies and Aboriginal Education​

Elective Courses

​Plus 0.5 FCE​​​
One subject specialization course selected from CTL 7050H to CTL 7058H​
​Plus 1.0 FCE​
Two elective courses (area)​​

In the J/I certification option, students take one subject specialization course in Year 2 (the list of subject specializations are subject to change):

J/I Subject Specialization Courses

​CTL 7050H
I​ntermediate Teaching Subject—English (First Language)
​CTL 7051H
Intermediate Teaching Subject—French (Second Language)​
​CTL 7053H
Intermediate Teaching Subject—Health and Physical Education​
​CTL 7054H
Intermediate Teaching Subject—History​​
​CTL 7055H
​Intermediate Teaching Subject—Mathematics
​CTL 7058H
Intermediate Teaching Subject—Science-General

Prerequisites

Before applying to the J/I option, applicants must ensure they have the required number of prerequisite courses for the teaching subjects. See the admission requirements above for details or visit the MT program website for subject specializations and their required prerequisites.​

Intermediate/Senior Division

​Core Courses

​CTL 7004H
Practice Teaching (Year 1)​
​CTL 7005H
​Pr​actice Teaching (Year 2)
​CTL 7006H
Educational Research 1​
​CTL 7007H
Authentic Assessment​
CTL 7008H
​Introduction to Special Education and Adaptive Instruction
​CTL 7009H
​Anti-Discriminatory Education
​CTL 7011H
​Child and Adolescent Development ​and Learning
​CTL 7014H
​Fundamentals of Teaching and Learning
​CTL 7015H
​​Educational Research 2
​CTL 7016H
​Integrating Technology into the Classroom: Issues and Activities
​CTL 7019H
Supporting English Language Learners​
​CTL 7070H
​Issues in Secondary Education 2
​CTL 7073H Indigenous Experiences of Racism and Settler Colonialism in Canada: An Introduction 
CTL 7074H Issues in Educational Law, Policy, and Ethics

Elective Courses​

Plus 1.0 FCE​​​
First subject specialization course selected from CTL 7020Y to CTL 7041Y; see full course list below​
Plus 1.0 FCE Second subject specialization course selected from CTL 7020Y to CTL 7041Y; see full course list below
​​Plus 1.0 FCE​
​Two elective courses (area)

I/S Specialization Courses​

The I/S​ students must have two subject specializations. Students must select one subject specialization from the following list as their first subject specialization and one as their second subject specialization (the list of subject specializations is subject to change).

​CTL 7020Y​
Curriculum and Teaching in English​
​CTL 7021Y
Curriculum and Teaching in History​
​CTL 7022Y
​Curriculum and Teaching in Mathematics
​CTL 7023Y
Curriculum and Teaching in Science: Biology
​CTL 7024Y
​Curriculum and Teaching in Science: Chemistry​
​CTL 7025Y
​Curriculum and Teaching in Science: Physics​
​CTL 7026Y
​Curriculum and Teaching in Science: General​​
​CTL 7027Y
​Curriculum and Teaching in Social Science: General
​CTL 7029Y
​Curriculum and Teaching in Music: Instrumental​
​CTL 7030Y
​Curriculum and Teaching in Music: Vocal​​
​CTL 7031Y
​Curriculum and Teaching in Health and Physical Education​
​CTL 7034Y
​Curriculum and Teaching in French as a Second Language
​CTL 7041Y
​Curriculum and Teaching in Religious Education

​Prerequisites

Before applying to the I/S option, applicants must ensure that they have the required number of prerequisite courses for the teaching subjects. See the admission requirements above for details or visit the MT program website for teaching subject specializations and their prerequisites.

Religious Education

​All MT students interested in teaching in the Ontario Catholic ​School sy​stem can choose to take the Teaching in Ontario's Catholic Schools course​ through the Continuing and Professional Learning office. This course is required by the Catholic boards as a prerequisite for a job interview and as a condition of employment. Offered in Year 1 of the MT ​program, this course is in addition to the degree’s program requirements.