Curriculum, Teaching and Learning

CTL: Introduction

Faculty Affiliation

Ontario Institute for Studies in Education (OISE)

Degree Programs

Curriculum and Pedagogy

MA, MEd, and PhD

  • Emphases:
    • Arts in Education;
    • Critical Studies in Curriculum and Pedagogy;
    • Digital Technologies in Education;
    • Indigenous Education and Decolonization;
    • Science, Mathematics and Technology (SMT);
    • Wellbeing
  • Field (MEd only):
    • Online Teaching and Learning

Language and Literacies Education

MA

MEd

  • Field:
    • Language Teaching

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:

Overview

The Department of Curriculum, Teaching and Learning (CTL) is the largest of four departments at the Ontario Institute for Studies in Education (OISE). With a diverse community of tenured and tenure-stream faculty as well as 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 & Pedagogy; 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/registrar-students
Email: admissions.oise@utoronto.ca
Tel: (416) 978-4300
Fax: (416) 323-9964

Registrar’s Office and Student Experience
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: www.oise.utoronto.ca/ctl/contact

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

Bale, Jeff - BA, MS, PhD
Bickmore, Kathy - MA, PhD
Brant, Jennifer - BA, MEd, PhD
Burke, Carol-Ann - DipEd, BA, MEd, PhD
Cavalcante, Alexandre - MASc
Cooper, Karyn - PhD
Gallagher, Kathleen Marie - PhD
Gaztambide-Fernandez, Ruben - BM, MEd, EdD
Gilbert, Jennifer - BA, MA, PhD (Chair and Graduate Chair)
Gitari, Wanja - BEd, MA, PhD
Goldstein, Tara - BA, PhD
Hewitt, Jim - BEd, BMath, MEd, PhD (Associate Chair, Graduate Studies)
Kempf, Arlo - BA, MEd, PhD
Kerekes, Julie - BA, MA, PhD
Labrie, Normand - BA, MA, PhD
Lam, Tony - BA, MA, PhD
Levine, David - BA, MA, PhD
Lory, Marie-Paule - BA, MS, MS, PhD
Mantie, Roger Allan - BM, MM, PhD
McDougall, Douglas - BM, BEd, MEd, EdD
Miller, John - BA, MAT, PhD
Morgan, Cecilia Louise - BA, BA, MA, PhD
Niyozov, Sarfaroz - MEd, MA, PhD
Nxumalo, Fikile - PhD
Pedretti, Erminia - BE, MEd, PhD
Piccardo, Enrica - MA, PhD
Rehner, Katherine - BA, BE, MEd, PhD
Robles Garcia, Pablo - BA, MA
Scardamalia, Marlene - PhD
Simon, Rob - BA, MA, MTh, PhD
Slotta, James - BS, MPsy, PhD
Stagg Peterson, Shelley - BE, MEd, PhD
Steele, Jeffrey - BA, MA, PhD
Styres, Sandra - BEd, MEd, PhD
Trifonas, Peter Pericles - BE, BA, PhD

Members Emeriti

Beattie, Mary - BA, BA, MA, MEd, EdD
Bencze, Lawrence - BEd, BSc, MSc, PhD
Brett, Clare - BA, MA, PhD
Campbell, Elizabeth - BA, BEd, MEd, PhD
Cummins, James - BA, PhD
Evans, Mark - BE, BA, MA, PhD
Gagne, Antoinette - BEd, MEd, PhD
Hanna, Gila - BA, MA, MEd, PhD
Jordan, Anne - BA, MA, PhD
Kosnik, Clare - DPhil, DPhil
Rolheiser, Carol - BEd, MEd, PhD
Sandwell, Ruth - BA, MA, PhD
Smyth, Elizabeth - BA, BEd, MA, EdD
Sykes, Heather - BSc, PhD
Troper, Harold - BA, MA, PhD

Associate Members

Alexander, Qui - AB, PhD
Allen, Guy - BA, MA, PhD
Broad, Kathy - BEd, BA, MEd, PhD
Brownell, Cassie - BA, MEd, PhD
Campbell, Andrew - BPHRE, MEd, PhD
DeBraga, Michael - BS, MS, PhD
Dubek, Michelle - PhD
Eidoo, Sameena - EdD
Gini-Newman, Garfield - BA, BE, MA
Guerson De Oliveira, Alexandra - BA, BCL, PhD
Lawrence, Geoffrey - PhD
Lui, Michelle - BPhm, PhD
MacKinnon, Kimberley - BA, MA, PhD
Marks Krpan, Cathy - BEd, MEd, EdD
Marzi, Elham - BA, BIS, MIR, PhD
Montemurro, David - BEd, BA, MES
Reid, Mary - BA, BEd, MEd, EdD
Rodricks, Dirk J. - BA, MEd, PhD
Stewart Rose, Leslie - BEd, BM, MA, EdD
Tucker, Shawna-Kaye - BA, MSc
Vemic, Angela - BA, BEd, MA, PhD
Wang, Zhaozhe - BA, MA, PhD
White, Robert - PhD
Zingaro, Daniel - BCS, MEd, MCS

CTL: Curriculum and Pedagogy Overview

Program Description

The Curriculum and Pedagogy (C&P) program is a forum for systematic reflection on curriculum and pedagogy, viewed in the broadest sense as educational experiences and the learning and teaching 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 the practices and relationships through which teaching and learning happen in educational settings. Given the diverse academic and research interests of faculty members, the program is organized into six program emphases.

The C&P program offers the following six program emphases:

  • Arts in Education
  • Critical Studies in Curriculum and Pedagogy
  • Digital Technologies in Education
  • Indigenous Education and Decolonization
  • Science, Mathematics and Technology (SMT)
  • Wellbeing

PhD, MA, and MEd students enrolled in the C&P program are required to complete three courses from a list of courses affiliated with the emphasis, in order to have the emphasis noted on their transcript. Upon successful completion of the emphasis requirements and successful completion of the degree requirements, students may make a request with the C&P administrator, prior to graduation, to have the emphasis noted on the student transcript.

CTL: Curriculum and Pedagogy MA

The MA degree program is designed to provide academic study and research training related to curriculum and pedagogy. 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.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

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


Master of Arts

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.

  • Responses to Faculty questions in the online admissions application: Applicants should state the reasons they wish to undertake a research-oriented program of study in curriculum and pedagogy. The chief academic interests and experience, professional concerns, and career plans related to any aspect of curriculum and pedagogy should be discussed. In order to identify their research interests in their responses to the Faculty questions, applicants should visit the Curriculum and Pedagogy program web page.

  • The Admissions Committee reviews these responses to determine the areas of study and/or problems of curriculum and pedagogy in which an applicant is most interested and to link the applicant to appropriate faculty advisors.

Completion Requirements

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

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

    • CTL1000H Foundations of Curriculum & Pedagogy.

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

    • 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.

Mode of Delivery: In person
Program Length: 6 sessions full-time (typical registration sequence: FWS-FWS); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

CTL: Curriculum and Pedagogy MEd General Program (No Field)

The Master of Education (MEd) degree program is designed chiefly for the professional development of those who are already engaged in a career related to education, broadly defined. 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 program is offered as a general program (no field) or as an Online Teaching and Learning field. The field in Online Teaching and Learning is designed for students interested in engaging with scholarly research in distance education and who want to learn how to effectively instruct and design online courses.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

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

Note: The MEd is not a teacher certification program. Find out more about teacher certification programs.

MEd General Program (No Field)

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.

  • Responses to Faculty questions in the online admissions application: 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 the responses to the Faculty questions, applicants should visit the Curriculum and Pedagogy program web page. The admissions committee reviews these responses 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.

Completion Requirements

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

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

    • CTL1000H Foundations of Curriculum & Pedagogy.

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

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

CTL: Curriculum and Pedagogy MEd; Field: Online Teaching and Learning

The Master of Education (MEd) degree program is designed chiefly for the professional development of those who are already engaged in a career related to education, broadly defined. 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 program is offered as a general program (no field) or as an Online Teaching and Learning field. The field in Online Teaching and Learning is designed for students interested in engaging with scholarly research in distance education, who want to learn how to effectively instruct and design online courses.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

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

Note: The MEd is not a teacher certification program. Find out more about teacher certification programs.

Field: Online Teaching and Learning

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.

  • Responses to Faculty questions in the online admissions application: 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 responses to the Faculty questions, applicants should visit the Curriculum and Pedagogy program web page. The admissions committee reviews these responses 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.

Completion Requirements

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

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

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

CTL: Curriculum and Pedagogy PhD

The PhD program demands a strong commitment to research. The Curriculum and Pedagogy 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.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

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 and Pedagogy program web page.

    • Responses to Faculty questions in the online admissions application describing their intellectual interests and concerns relevant to curriculum and pedagogy, reasons for wishing to take the program, previous qualifications and professional experiences, and articulating their research and professional interests, and future career goals

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

Completion Requirements

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

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

    • CTL1899H C&P Doctoral Proseminar in Curriculum & Pedagogy.

    • Students are expected to take CTL1000H Foundations of Curriculum & Pedagogy 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 an approved course listing.

  • Comprehensive examination. The Curriculum and Pedagogy comprehensive exam is a 7,000-word paper usually written after students complete their coursework, and at the latest by the end of Year 3 of the PhD, before the candidacy deadline. The purpose of this exam is to demonstrate proficiency in major current theories and literature in the field of curriculum studies and is designed to ascertain whether a student has obtained the knowledge and skills to continue in the doctoral program. The exam has three possible outcomes: Pass, Pass-Contingent, and Fail. Students who receive the Pass-Contingent result will have the opportunity to address the reviewers’ concerns. Students who fail the first time will have one further opportunity to rewrite the exam.

  • 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 continuously 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.

Mode of Delivery: In person
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

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:

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

    • Responses to Faculty questions in the online admissions application describing their intellectual interests and research concerns relevant to curriculum and pedagogy, reasons for wishing to take the program, previous qualifications and professional experiences, and articulating their research and 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. Applicants must demonstrate that they are currently employed and are active professionals engaged in activities relevant to their proposed program of study.

Completion Requirements

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

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

    • CTL1899H C&P Doctoral Proseminar in Curriculum & Pedagogy.

    • Students are expected to take CTL1000H Foundations of Curriculum & Pedagogy 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. The Curriculum and Pedagogy comprehensive exam is a 7,000-word paper usually written after students complete their coursework, and at the latest by the end of Year 4 of the PhD, before the candidacy deadline. The purpose of this exam is to demonstrate proficiency in major current theories and literature in the field of curriculum studies and is designed to ascertain whether a student has obtained the knowledge and skills to continue in the doctoral program. The exam has three possible outcomes: Pass, Pass-Contingent, and Fail. Students who receive the Pass-Contingent result will have the opportunity to address the reviewers' concerns. Students who fail the first time will have one further opportunity to rewrite the exam.

  • 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 continuously 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.

Mode of Delivery: In person
Program Length: 8 years full-time (typical registration sequence: Continuous)
Time Limit: 8 years full-time

 

CTL: Language and Literacies Education Overview

Program Description

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

Language and Literacies Education courses address current issues in the study of applied linguistics and literacies, such as:

  • The learning, teaching, and use of additional, Indigenous, official, international/heritage, and sign languages and literacies;

  • Curriculum, instruction, and assessment related to the development of first and additional languages and K–12 literacy skills;

  • The development of bilingual, multilingual, and translinguistic abilities;

  • Language and literacy education policies and planning;

  • Pedagogy oriented to 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.

CTL: Language and Literacies Education MA

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.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Master of Arts

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.

  • Responses to Faculty questions in the online admissions application: for detailed information on presenting research interests while answering the Faculty questions, applicants should visit the Language and Literacies in Education MA degree program web page.

Completion Requirements

  • Coursework. Students must successfully complete a total of 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 CTL3001H Research Colloquium in Language and Literacies Education.

    • A research methods course relevant to the topic of the thesis (0.5 FCE). Any of the following courses can fulfil this requirement: CTL1018H, CTL1041H, CTL1306H, CTL3033H, CTL3807H, APD1296H, APD3202H, JOI1287H, JOI1288H, JOI3228H, or SJE1905H.

    • 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.

Mode of Delivery: In person
Program Length: 6 sessions full-time (typical registration sequence: FWS-FWS); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

CTL: Language and Literacies Education MEd

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

The Master of Education (MEd) degree program can be taken on a full-time or part-time basis.

Master of Education

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.

  • Responses to Faculty questions in the online admissions application: applicants should state the reasons they wish to study language and literacies in education at the graduate level. For detailed information on answering the Faculty questions and completing the application, applicants should visit the Language and Literacies in Education MEd degree program web page.

Completion Requirements

  • Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) including:

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

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F); 10 sessions part-time
Time Limit: 3 years full-time; 6 years part-time

 

CTL: Language and Literacies Education MEd; Field: Language Teaching (Effective Fall 2025)

Within the existing Master of Education (MEd) degree program, the field in Language Teaching includes a structured focus on language teaching foundations. Language Teaching integrates an engagement with scholarly research in Language and Literacies Education with a commitment to excellence in teaching to support graduate students as novice language teachers. Students pursuing this field will graduate with: (a) a solid theoretical and intellectual grounding in LLE research; (b) a course-based, practitioner focus on language teaching foundations; and (c) gained practical experience in a language-education context through a required practicum.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

This field is only available on a full-time basis. Priority will be given to novice teachers with less than a year of teaching experience. This field will not lead to Teaching English as a Second Language (TESL) Ontario certification nor to the Certificate of Qualification and Registration with the Ontario College of Teachers.

Field: Language Teaching

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.

  • Normally, applicants should have at least one year of professional experience prior to applying. Previous classroom teaching experience is not a requirement.

  • Responses to Faculty questions in the online admissions application: applicants should state the reasons they wish to study language and literacies in education at the graduate level. For detailed information on answering the Faculty questions and completing the application, applicants should visit the Language and Literacies in Education MEd Field in Language Teaching degree program web page.

Completion Requirements

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

    • All students in this field must take the following three courses (1.5 FCEs):

      • CTL3002H Second Language Teaching Methodologies

      • CTL3010H Second Language Learning

      • CTL3796H LLE Practicum for MEd Field in Language Teaching

    • Students must then choose any two of the following courses (1.0 FCE):

      • CTL3000H Foundations of Bilingual and Multicultural Education

      • CTL3003H Planning and Organizing the Second Language Curriculum

      • CTL3008H Critical Pedagogy, Language, and Cultural Diversity

      • CTL3013H Language Assessment

      • CTL3020H Writing in a Second Language

      • CTL3039H Academic English Research and Acquisition

      • CTL3101H Language Awareness for Language Educators

    • The remaining 2.5 FCEs can be elective courses taken towards the requirements of a collaborative specialization if applicable, or courses offered within the Department of Curriculum, Teaching and Learning or other departments at OISE or the University of Toronto.

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F)
Time Limit: 3 years full-time

 

CTL: Language and Literacies Education MEd; Field: Language Teaching (Effective Fall 2026)

Within the existing Master of Education (MEd) degree program, the field in Language Teaching includes a structured focus on language teaching foundations. Language Teaching integrates an engagement with scholarly research in Language and Literacies Education with a commitment to excellence in teaching to support graduate students as novice language teachers. Students pursuing this field will graduate with: (a) a solid theoretical and intellectual grounding in LLE research; (b) a course-based, practitioner focus on language teaching foundations; and (c) gained practical experience in a language-education context through a required practicum.

Upon successful completion of the field in Language Teaching, graduates will be qualified to apply to the Teaching English as a Second Language Association of Ontario (hereafter: TESL Ontario) for recognition as an Ontario Certified English Language Teacher and an International Certified Teacher of English an as Additional Language.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

This field is only available on a full-time basis. The field is open to applicants with less than one year of professional experience; however, priority will be given to applicants with relevant professional experience. This field will not lead to the Certificate of Qualification and Registration with the Ontario College of Teachers.

Field: Language Teaching

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.

  • Normally, applicants should have at least one year of professional experience prior to applying. Previous classroom teaching experience is not a requirement.

  • Responses to Faculty questions in the online admissions application: applicants should state the reasons they wish to study language and literacies in education at the graduate level. For detailed information on answering the Faculty questions and completing the application, applicants should visit the Language and Literacies in Education MEd Field in Language Teaching degree program web page.

  • Applicants from universities outside Canada where English is not the primary language of instruction must provide results of an English-language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of their application and must be from one of the following tests. Please note: this list includes only those tests recognized by the School of Graduate Studies and TESL Ontario and is based on minimum proficiency requirements established by TESL Ontario, which are higher than those of the School of Graduate Studies.

    • International English Language Testing System (IELTS) Academic Test: Listening: 7; Reading: 7; Writing: 7; Speaking: 7.

    • Canadian Academic English Language (CAEL) At a Test Centre: Listening: 70; Reading: 70; Writing: 70; Speaking: 70.

    • Canadian Academic English Language (CAEL) Online: Listening: 70; Reading: 70; Writing: 70; Speaking: 70.

    • Test of English as a Foreign Language (TOEFL) Internet-based format (iBT): Listening: 24 Reading: 24; Writing: 27; Speaking: 26.

    • Test of English as a Foreign Language (TOEFL) Internet-based format (iBT) Special Home Edition: Listening: 24; Reading: 24; Writing: 27; Speaking: 26.

Completion Requirements

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

    • All students in this field must take the following eight half courses (4.0 FCEs):

      • CTL30xxH Professional Practice in Language Teaching

      • CTL3000H Foundations of Bilingual and Multicultural Education

      • CTL3002H Second Language Teaching Methodologies

      • CTL3003H Planning and Organizing the Second Language Curriculum

      • CTL3010H Second Language Learning or CTL3808H The Role of Instruction in Second Language Learning

      • CTL3013H Language Assessment

      • CTL3101H Language Awareness for Language Educators

      • CTL3796H LLE Practicum for MEd Field in Language Teaching

    • The remaining 1.0 FCE can be elective, or courses offered within the Department of Curriculum, Teaching and Learning or other departments at OISE or the University of Toronto.

Mode of Delivery: In person
Program Length: 4 sessions full-time (typical registration sequence: FWS-F)
Time Limit: 3 years full-time

 

CTL: Language and Literacies Education PhD

Students participating in the PhD program must have a strong commitment to research.

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

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.

  • Responses to Faculty questions in the online admissions application: applicants should state the reasons they wish to study language and literacies in education at the graduate level. For detailed information on answering the Faculty questions and completing the application, applicants should visit the Language and Literacies in Education PhD degree program web page.

Completion Requirements

  • Coursework. Students must successfully complete a total of 3.5 to 4.0 full-course equivalents (FCEs) depending on previous experience and academic qualifications, as follows:

    • A minimum of 2.0 FCEs within the LLE program, including CTL3001H Research Colloquium in Language and Literacies Education, if not previously taken at the master's level. If CTL3001H was taken at the master's level, students are not permitted to take it again and should substitute it with another LLE program course (0.5 FCE).

    • CTL3899H Proseminar in Language and Literacies Education, if not previously taken at the master's level. If CTL3899H was taken at the master's level, students are not permitted to take it again and should substitute it with another LLE program 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: CTL1018H, CTL1041H, CTL1306H, CTL3033H, CTL3807H, APD1296H, APD3202H, JOI1287H, JOI1288H, JOI3228H, or SJE1905H.

    • 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, which consists of two parts. 1) The first is longer, untimed, and generally related to the area of study that doctoral students intend to pursue for their dissertation. 2) The second is timed (two weeks for full-time PhD students, four weeks for flexible-time PhD students) and is designed to assess students' breadth of knowledge in LLE.

    Students are provided six prompts addressing a wide range of questions related to LLE (theory, major research domains, research methods); they choose one and write a response within the specified timeframe.

    The Comprehensive Exam is offered twice per year (winter and summer). While students are encouraged to initiate the process as close to the end of their coursework as possible, they must successfully pass the exam by the end of the Year 3.

    Papers are evaluated as Pass, Revise and Resubmit, or Fail. Students who receive a Fail may attempt the exam one more time.

  • 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 continuously 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.

Mode of Delivery: In person
Program Length: 4 years full-time (typical registration sequence: Continuous)
Time Limit: 6 years full-time

 

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.

  • Responses to Faculty questions in the online admissions application: applicants should state the reasons they wish to study language and literacies in education at the graduate level. For detailed information on answering the Faculty questions and completing the application, applicants should visit the Language and Literacies in Education PhD degree program web page.

  • Applicants must demonstrate that they are currently employed and are active professionals engaged in activities relevant to their proposed program of study.

Completion Requirements

  • Coursework. Students must complete 3.5 to 4.0 full-course equivalents (FCEs) depending on previous experience and academic qualifications, as follows:

    • A minimum of 2.0 FCEs within the LLE program, including CTL3001H Research Colloquium in Language and Literacies Education (0.5 FCE) and CTL3899H Proseminar in Language and Literacies Education (0.5 FCE), if not previously taken at the master's level. If CTL3001H or CTL3899H was taken at the master's level, students are not permitted to take it again and should substitute it with another LLE program 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: CTL1018H, CTL1041H, CTL1306H, CTL3033H, CTL3807H, APD1296H, APD3202H, JOI1287H, JOI1288H, JOI3228H, or SJE1905H.

    • 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, which consists of two parts. 1) The first is longer, untimed, and generally related to the area of study that doctoral students intend to pursue for their dissertation. 2) The second is timed (two weeks for full-time PhD students, four weeks for flexible-time PhD students) and is designed to assess students' breadth of knowledge in LLE.

    Students are provided six prompts addressing a wide range of questions related to LLE (theory, major research domains, research methods); they choose one and write a response within the specified timeframe.

    The Comprehensive Exam is offered twice per year (winter and summer). While students are encouraged to initiate the process as close to the end of their coursework as possible, they must successfully pass the exam by the end of Year 4.

    Papers are evaluated as Pass, Revise and Resubmit, or Fail. Students who receive a Fail may attempt the exam one more time.

  • 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 continuously 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.

Mode of Delivery: In person
Program Length: 7 years full-time (typical registration sequence: Continuous)
Time Limit: 8 years full-time

 

CTL: Teaching MT

This program involves two years of full-time study leading to a Master of Teaching (MT) degree. Upon successful completion of this program, students will be recommended to the Ontario College of Teachers for an Ontario Teachers' Certificate of Qualification, which qualifies them to teach in either the Primary and Junior (P/J) divisions, the Junior and Intermediate (J/I) divisions, or the Intermediate and Senior (I/S) divisions 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. The program provides students with a strong grounding in curriculum; human development; ethics and educational law; equity diversity and inclusion; Indigenous education; educational technology; instructional planning; instructional design; and learning theory. Students have three practice teaching experiences in which they develop their skills as teachers and extend the theoretical and practical knowledge they acquired in the academic portion of the program.

The program includes: formal coursework, teaching and research seminars, and practice teaching.

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).

This program is delivered in person, which means that while the program may offer some courses online, a student will take less than one-third of their courses online.

Master of Teaching

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.

  • Applications are submitted to the specific division(s) of interest (i.e., Primary/Junior, Junior/Intermediate, or Intermediate/Senior). Applicants are required to respond to three questions in which they describe significant teaching and/or teaching-related experiences that they have had, especially with groups of learners. 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.

  • Applicants to the Junior/Intermediate (J/I) division within the Elementary field must select one subject specialization, known as "teachable" or "teaching subject." Before applying to the J/I division, applicants must ensure they have the required number of prerequisite courses for the teaching subject. The prerequisites for teaching subjects in the J/I division 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) division 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 division, 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.

  • Not all eligible applicants are guaranteed admission.

  • A police record check is required in both Years 1 and 2 as part of the practice teaching experiences, as well as any necessary vaccination requirements that placement sites may have in place.

Completion Requirements

  • Coursework. Students must successfully complete a total of 11.0 full-course equivalents (FCEs) consisting of:

    • 8.0 FCEs: 16 (or equivalent) compulsory core courses; Primary/Junior and Junior/Intermediate divisions include quarter-credit courses.

    • 1.0 FCE: 2 elective courses.

    • 2.0 FCEs: 3 practice teaching courses: CTL7080H, CTL7081H, and CTL7090Y. There is one placement per course, totalling three teaching placements (two shorter 0.5 FCE placements and one longer 1.0 FCE placement).

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

  • Eligible students registered in the Primary/Junior division who, in addition to an Ontario Teachers' Certificate of Qualification, wish to pursue the French as a Second Language (FSL) qualification, must successfully complete the following requirements:

    • Pass an OISE French Proficiency Test prior to completing the following two courses.

    • Complete both CTL7200H Curriculum and Teaching in French as a Second Language — Primary/Junior and CTL3204H L’immersion française: enseignement et recherches within the elective space.

    • Complete one practicum placement in a French classroom following successful completion of the French Proficiency Test and both CTL7200H and CTL3204H.

  • Students registered in both the Primary/Junior and Junior/Intermediate divisions must successfully complete the non-credit seminar course CTL7100H Mathematics Concepts for Elementary Teacher Candidates, also known as MathPlus, during their first session of registration.

  • Students registered in the Junior/Intermediate division must also complete:

    • 0.5 FCE: one subject specialization course selected from CTL7050H to CTL7060H in Year 2. (The list of subject specializations is subject to change.)

    • 1.0 elective FCE.

  • Students registered in the Intermediate/Senior division must also complete:

    • 1.0 FCE: first subject specialization course selected from CTL7020Y to CTL7041Y.

    • 1.0 FCE: second subject specialization course selected from CTL7020Y to CTL7041Y.

    • The list of subject specializations is subject to change.

    • 1.0 elective FCE.

  • Religious education. All MT students interested in teaching in the Ontario Catholic School system 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.

  • Advanced standing is not granted in this program.

Mode of Delivery: In person
Program Length: 5 sessions full-time (typical registration sequence: FWS-FW)
Time Limit: 3 years full-time

 

CTL: Curriculum, Teaching and Learning: Emphases

Arts in Education

Participating Programs:
  • Curriculum and Pedagogy MA
  • Curriculum and Pedagogy MEd General Program (No Field)
  • Curriculum and Pedagogy PhD

The emphasis in Arts in Education offers students specialized courses in the areas of music and sound; drama, theatre, and performance; media and visual arts; and other courses that manifest social justice concerns reflected through the arts and cultural production. This emphasis brings together students interested in the arts; elementary and secondary arts specialist teachers and community-based educators interested in arts education in the broader community. They are a vibrant community of scholars and graduate students who thrive on collegiality, intellectual debate, critical analyses, and creative inquiry.

  • 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:

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Critical Studies in Curriculum and Pedagogy

Participating Programs:
  • Curriculum and Pedagogy MA
  • Curriculum and Pedagogy MEd General Program (No Field)
  • Curriculum and Pedagogy PhD

The emphasis in Critical Studies in Curriculum and Pedagogy (CSCP) encourages a critical exploration of educational phenomena, within and beyond the scope of schools, from local place-based and transnational comparative perspectives. CSCP courses focus on social justice issues in education, including those related to environmental justice, globalization, colonialism, race, disability, gender, sexuality, conflict-peace, and cultural and linguistic differences.

 

Digital Technologies in Education

Participating Programs:
  • Curriculum and Pedagogy MA
  • Curriculum and Pedagogy MEd General Program (No Field)
  • Curriculum and Pedagogy PhD

The emphasis in Digital Technologies in Education engages educators in an examination of technology and its effective use in educational contexts. Drawing on research from the fields of the learning sciences, psychology, diversity studies, and information and communication technology, learners will deepen their understanding of such topics as knowledge-building, computational thinking, gamification of learning, online knowledge communities, social media, immersive technologies (virtual reality, augmented reality), technology and assessment, and mobile learning.

  • 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:

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Indigenous Education and Decolonization

Participating Programs:
  • Curriculum and Pedagogy MA
  • Curriculum and Pedagogy MEd General Program (No Field)
  • Curriculum and Pedagogy PhD

The emphasis in Indigenous Education and Decolonization not only examines the complex and tangled histories of those on whose traditional lands OISE/University of Toronto is situated — the Ouendat (Wyandot-Huron), Onondowahgah (Seneca-) and the Misi-zaagiing (Mississaugas-Anishinaabek) nations — but also extends to lands across Turtle Island and Abya-Yala. Tkaronto, as a starting place to understand Indigenous Education and Decolonization more globally, is subject to the Dish With One Spoon Wampum Belt Covenant, an agreement between the Hodenosaunee and the Anishinaabe and allied nations to peaceably share and care for the resources around the Great Lakes regions.

This emphasis will provide an entry point into the knowledge systems that emerge from this particular land, with an emphasis on land itself as a teacher and a source of knowledge. The emphasis will be grounded on a decolonial pedagogy, with a commitment to anti-colonization and decolonization practices. Recognizing that these lands have existed, and still do exist, first and foremost in relationship to Indigenous people requires a critical consciousness and acknowledgement of whose traditional lands we are now on as well as the historical and contemporary realities of those relationships. It is this understanding that forms the philosophical foundation upon which all of our courses position themselves within the emphasis.

  • 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:

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the C&P Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

Science, Mathematics and Technology

Participating Programs:
  • Curriculum and Pedagogy MA
  • Curriculum and Pedagogy MEd General Program (No Field)
  • Curriculum and Pedagogy PhD

The emphasis in Science, Mathematics and Technology (SMT) is dedicated to exploring theory, practice, and contemporary issues pertaining to SMT education in diverse settings and contexts. They are a vibrant community of scholars and graduate students who thrive on collegiality, intellectual debate, critical analyses, and inquiry.

Drawing on research and practice, students will explore and critique SMT education while supporting research, curriculum development, teaching, and innovation. With strong connections to the SMT Centre, and the collaborative specialization in Engineering Education, students will engage deeply with topics such as science, technology engineering, and mathematics (STEM) education; SMT education in formal and informal settings; equity; inclusion; diversity; activism; and social and environmental justice.

 

Wellbeing

Participating Programs:
  • Curriculum and Pedagogy MA
  • Curriculum and Pedagogy MEd General Program (No Field)
  • Curriculum and Pedagogy PhD

The purpose of education should be to move people toward improved connectedness and happiness, as well as to further accomplish and to develop greater opportunities for growth. The emphasis in Wellbeing provides hope and healing for individuals and society through innovative educational experiences by helping people deal well and wisely with issues in their lives and times. The mission is to provide critical educational experiences that awaken the best in the human spirit by addressing issues of public concern.

Critical issues investigated through coursework may be related to mental health, environmental issues, and destructive ethnocentric patterns of behaviour, as well as the wise and ethical use of technology. In addition, strategies for managing anxiety and depression, and for raising awareness of inequitable and discriminatory conditions are similar across differing contexts. Therefore, one must examine one's own life and circumstances and larger societal and institutional contexts before taking informed action for the greater good of all people.

The goal is agency through self-advocacy and advocacy for others. Through this process, one does not merely deconstruct but also reconstructs through learning about how one's belief structures and patterns may become more beneficial to oneself and to those around. More specifically, these holistic approaches involve various forms such as narrative/biography, phenomenology, meditation, mindfulness practice, body work, mental health, and conscious use of technology.

  • 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:

  • Upon successful completion of the emphasis requirements and the successful completion of the degree requirements, students may make a request to the CSTD Program Administrator to have the emphasis noted on the student transcript. This request must be made before graduation. A course can only be applied to the requirements of a single emphasis.

 

CTL: Curriculum and Pedagogy MA, MEd, PhD Courses

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Master's Level

Course CodeCourse Title
Foundations of Curriculum & Pedagogy /
Les fondements du curriculum et de la pédagogie
Values and Schooling
Language, Literacy, and the School Curriculum
Anti-Oppression Education in School Settings /
L’éducation pour l’anti-oppression en milieu scolaire
Cooperative Learning Research and Practice
Introduction to Qualitative Inquiry in Curriculum, Teaching, and Learning
Technology and Education: Critical Perspectives on Theory and Practice
Poststructuralism and Education
Performed Ethnography
Facilitating Reflective Professional Development
Language, Culture, and Identity: Using the Literary Text in Teacher Development
Thoughtful Teaching and Practitioner Inquiry
Teacher Development: Comparative and Cross-Cultural Perspectives
Research Methods In Education
Instrument Development in Education
Research Issues in Alternative Assessments
CTL1045HSurvey Research
Training Evaluation
Course Self-Assessment
Qualitative Methodology: Challenges and Innovations
CTL1049HCritical Practitioner Research in Education
Education and Social Development
Performed Ethnography and Research Informed Theatre
Pedagogies of Solidarity
Applied Theatre and Performance in Sites of Learning
Gender, Sexuality, and Schooling
Critical Approaches to Arts-Based Research
CTL1100HArts in Urban Schools
Play, Drama, and Arts Education
Spirituality in Education
The Holistic Curriculum
Liberatory Practices in Drama and Education
Gaining Confidence in Mathematics: A Holistic Approach to Rebuilding Math Knowledge and Overcoming Anxiety
Effective Teaching Strategies in Elementary Mathematics Education: Research and Practice
CTL1121HFoundations of Wellness Through a Phenomenology of Practice
CTL1122HExploring the Praxis of Environmental and Sustainability Education
Science in the School Curriculum
Mathematics in the School Curriculum: Elementary
Teaching and Learning Science
Teaching and Learning about Science: Issues and Strategies in Science, Technology, Society, and Environment (STSE) Education
Curriculum Issues in Science and Technology: An Historical Perspective
Current Issues in Science and Technology Education
Action Research in Science, Mathematics, and Technology Education
Equity Issues in Science Education
Teaching and Learning About Science and Technology: Beyond Schools
Integrating Science, Mathematics, and Technology Curricula
Culture and Cognition in Mathematics, Science, and Technology Education
Making Secondary Mathematics Meaningful
Sociocultural Theories of Learning
Education for Human Goals Local and Global: How's Science Education Helping?
Environmental Studies in Science, Mathematics, and Technology Education
CTL1224HCurriculum Issues in Science Education
CTL1225HMathematics Education: Linking Research and Practice
CTL1226HAI Ethics in Education
Cultural Studies and Education
Qualitative Research Methods in Education: Concepts and Methods /
La recherche qualitative en éducation: bases théoriques et pratiques
Identity Construction and Education of Minorities /
Identité collective et éducation minoritaire de langue française
Les stéréotypes sexuels dans les programmes scolaires
Democratic Citizenship Education: Comparative International Perspectives
Gender Equity in the Classroom
Global Education: Theory and Practice
Teaching Conflict and Conflict Resolution
Religious Education: Comparative and International Perspectives
CTL1320HIntroduction to Indigenous Land-centered Education: Historical and Contemporary Perspectives
CTL1321HIndigenous Civilizations of Turtle Island: Language, Culture, and Identity
CTL1322HLiteracies of Land: Narrative, Storying, and Literature
CTL1325HCitizenship Education, Pedagogy, and School Communities
CTL1330HEducation and Peacebuilding in Conflict Zones: International Comparative Perspectives
CTL1331HLand‐Centred Approaches to Research and Community Engagement
CTL1332HIntroduction to Decolonization in Education
CTL1333HSettler Colonialism and Pedagogies of Liberation
CTL1334HIndigenous Maternal Pedagogies: Teaching for Reconciliation
CTL1350HExploring Children's and Youth's Digital Literacies in a Networked World
Classroom Adaptations and Instructional Strategies
Special Education and Social Representation of Difference
The Origins of Modern Schooling: Issues in the Development of the North American Educational System
Rural Education and Social Reform in Canadian History, 1860–1960
Religion, Ideology, and Social Movement in the Development of North American Education
The History of Gender and Education in Canada
Commemorating Canada, 1800s–1900s
Immigration and the Development of Canadian Education
Ethnicity and the Development of Canadian Education
Gendered Colonialisms, Imperialisms, and Nationalisms in History
Popular Culture and the Social History of Education II
The Battle Over History Education in Canada
Introduction to Computers in Education
Introduction to Knowledge Building
Video/Multimedia Design
Computers in the Curriculum
The Design of Online Environments: Theory and Practice
Perspectives on the Development of Computer-Mediated Communication in Education
Computer-Mediated Distance Education
The Virtual Library
CTL1615HIntroduction to AI in Education
CTL1616HBlended Learning: Issues and Applications
CTL1617HSocial Media and Education
CTL1620HFoundations of Online Teaching and Learning
CTL1621HDesign and Development of Online Content, Media, and Artifacts
CTL1622HData Gathering and Assessment in Online Courses
CTL1623HImmersive Technology in Education
CTL1624HInstructional Design: Beyond the Lecture
CTL1625HDigital Media and Practices for a Knowledge Society
Practicum in Curriculum & Pedagogy: Master's Level
Individual Reading and Research in Curriculum & Pedagogy: Master's Level
CTL5000HSpecial Topics in C&P: Master’s Level
CTL5001H to CTL5002HSpecial Topics in Curriculum: Master’s Level
CTL5010H to CTL5070HSpecial Topics in Curriculum: Master’s Level
CTL5700H to CTL5734HSpecial Topics in Teaching

Doctoral Level

Course CodeCourse Title
Curriculum Innovation in Teacher Education
Narrative and Story in Research and Professional Practice (RM)
Writing Research/Research Writing: Moving from Idea to Reality
Current Issues in Teacher Education
Arts in Education: Concepts, Contexts, and Frameworks
Urban School Research: Youth, Pedagogy, and the Arts
The Teacher as a Contemplative Practitioner
Research Seminar in Science, Mathematics, and Technology Education
Seminar in Evaluation Problems
C&P Doctoral Proseminar in Curriculum & Pedagogy
Knowledge Media and Learning
Individual Reading and Research in Curriculum & Pedagogy: Doctoral Level
CTL1998YIndividual Reading and Research in Curriculum & Pedagogy: Doctoral Level
Special Topics in Curriculum: Doctoral Level

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

Not all courses are offered every year. Please review the course schedule on the Registrar’s Office and Student Experience website.

Master's Level

Course CodeCourse Title
APD1251HReading in a Second Language
Assessing School-Aged Language Learners
Foundations of Bilingual and Multicultural Education
Research Colloquium in Language and Literacies Education
Second Language Teaching Methodologies
Planning and Organizing the Second Language Curriculum
Language Awareness and its Role in Teacher Development
Discourse Analysis
Critical Pedagogy, Language, and Cultural Diversity
Second Language Learning
Cognitive, Sociolinguistic, and Sociopolitical Orientations in Bilingual Education Research
Language Assessment
Language and Literacies Education in Multilingual Contexts
Language Planning and Policy
Writing in a Second Language
Language Teacher Education
Educational Sociolinguistics
Pragmatics in Language Education
Literacy in Elementary Education
Children's Literature as a Foundation of Literate Behaviour Across the Curriculum
Theory and Practice in Elementary Literacy Instruction
Children's Literature Within a Multicultural Context
Teaching Writing in the Classroom
Literary Research Methodologies
New Literacies: Making Multiple Meanings
Critical Literacy in Action
Expressive Writing: Practice and Pedagogy
Biography in Educational Contexts
CTL3038HPlay, Language, and Literacy in Primary Classrooms
CTL3039HAcademic English Research and Acquisition
CTL3040HThe Education of Students of Refugee Background in Canada and Beyond
CTL3041HTheories in Vocabulary Teaching and Learning
CTL3042HComplexity Theories and Language Education
Communication and Second Language Learning in the Workplace
Language Awareness for Language Educators
CTL3200HAnalyse du discours
CTL3201HBilinguisme et éducation
CTL3202HPolitique et aménagement linguistique
CTL3203HLes approches pédagogiques plurilingues et pluriculturelles en éducation
CTL3204HL’immersion française: enseignement et recherches /
French Immersion: Teaching and Research
Schooling in the Movies: Education as Reflected in Hollywood Films
Cinema and Historical Literacy
Shakespeare and Cultural Literacy
Reading Cinema and Cultural Identity
Historical Literacy and Popular Literacy
CTL3796HLLE Practicum for MEd Field in Language Teaching
Practicum in Language and Literacies Education: Master's Level
Individual Reading and Research in Language and Literacies Education: Master's Level
CTL3811HCritical Perspectives on Language, Racism, and Settler-Colonialism
CTL3899HProseminar in Language and Literacies Education Program: Master's Level
Special Topics in Language and Literacies Education Program: Master's Level
CRE1001HSéminaire d’études : Éducation, francophonies et diversité
Language, Culture, and Education

Doctoral Level

Course CodeCourse Title
Multilingualism and Plurilingualism
Sociocultural Theory and Second Language Learning
Second Language Education Research Methods (RM)
The Role of Instruction in Second Language Acquisition
CTL3899HProseminar in Language and Literacies Education
Individual Reading and Research in Language and Literacies Education: Doctoral Level
CTL3999HSpecial Topics in Language and Literacies Education: Doctoral Level
Special Topics in Language and Literacies Education Program: Doctoral Level

CTL: Teaching MT Courses

Primary/Junior Division (Junior Kindergarten to Grade 6)

Core Courses

Course CodeCourse Title
Curriculum and Teaching in Literacy
Educational Professionalism, Ethics, and Law
Curriculum and Teaching in Mathematics
Educational Research 1
Introduction to Special Education and Mental Health
Anti-Discriminatory Education
Child and Adolescent Development and Learning
Fundamentals of Teaching and Learning
Educational Research 2
Integrating Technology into the Classroom: Issues and Activities
Curriculum and Teaching in Science and Environmental Education
Supporting English Language Learners
Curriculum and Teaching in Social Studies and Indigenous Education
CTL7080HPractice Teaching Year 1 (Part 1)
CTL7081HPractice Teaching Year 1 (Part 2)
CTL7082HPractice Teaching Year 2 (Part 1)
CTL7083HPractice Teaching Year 2 (Part 2)
CTL7084HIssues in Numeracy
CTL7085HIssues in Literacy
CTL7086HCurriculum and Teaching in Music and Dance
CTL7087HCurriculum and Teaching in Drama and Dance
CTL7088HCurriculum and Teaching in Visual Arts
CTL7089HCurriculum and Teaching in Physical Education
CTL7100HMathematics Concepts for Elementary Teacher Candidates
CTL7200HCurriculum and Teaching in French as a Second Language — Primary/Junior

Junior/Intermediate Division (Grade 4 to Grade 10)

Core Courses

Course CodeCourse Title
Curriculum and Teaching in Literacy
Educational Professionalism, Ethics, and Law
Curriculum and Teaching in Mathematics
Educational Research 1
Introduction to Special Education and Mental Health
Anti-Discriminatory Education
Child and Adolescent Development and Learning
Arts in Education
Fundamentals of Teaching and Learning
Educational Research 2
Integrating Technology into the Classroom: Issues and Activities
Curriculum and Teaching in Science and Environmental Education
Supporting English Language Learners
Curriculum and Teaching in Social Studies and Indigenous Education
CTL7080HPractice Teaching Year 1 (Part 1)
CTL7081HPractice Teaching Year 1 (Part 2)
CTL7084HIssues in Numeracy
CTL7085HIssues in Literacy
CTL7100HMathematics Concepts for Elementary Teacher Candidates*

Intermediate Subject Specialization Courses for Junior/Intermediate Division Certification

Course CodeCourse Title
Intermediate Teaching Subject — English (First Language)
Intermediate Teaching Subject — French (Second Language)
CTL7052HIntermediate Teaching Subject — Geography
Intermediate Teaching Subject — Health and Physical Education
Intermediate Teaching Subject — History
Intermediate Teaching Subject — Mathematics
CTL7056HIntermediate Teaching Subject — Music-Instrumental
CTL7057HIntermediate Teaching Subject — Music-Vocal
Intermediate Teaching Subject — Science-General
CTL7059HIntermediate Teaching Subject — Visual Arts
CTL7060HIntermediate Teaching Subject — Drama

Intermediate/Senior Division (Grade 7 to Grade 12)

Core Courses

Course CodeCourse Title
Educational Research 1
Authentic Assessment
Introduction to Special Education and Mental Health
Anti-Discriminatory Education
Child and Adolescent Development and Learning
Fundamentals of Teaching and Learning
Educational Research 2
Integrating Technology into the Classroom: Issues and Activities
Supporting English Language Learners
Sustainability Education: Issues and Practice
CTL7073HIndigenous Experiences of Racism and Settler Colonialism in Canada: An Introduction
CTL7074HIssues in Educational Law, Policy, and Ethics
CTL7080HPractice Teaching Year 1 (Part 1)
CTL7081HPractice Teaching Year 1 (Part 2)
CTL7090YPractice Teaching Year 2

Intermediate/Senior Specialization Courses

Course CodeCourse Title
Curriculum and Teaching in English — Intermediate/Senior
Curriculum and Teaching in History — Intermediate/Senior
Curriculum and Teaching in Mathematics — Intermediate/Senior
Curriculum and Teaching in Science: Biology — Intermediate/Senior
Curriculum and Teaching in Science: Chemistry — Intermediate/Senior
Curriculum and Teaching in Science: Physics — Intermediate/Senior
Curriculum and Teaching in Science: General
Curriculum and Teaching in Social Science: General — Intermediate/Senior
CTL7028YCurriculum and Teaching in Geography — Intermediate/Senior
Curriculum and Teaching in Music: Instrumental — Intermediate/Senior
Curriculum and Teaching in Music: Vocal
Curriculum and Teaching in Health and Physical Education
CTL7032YCurriculum and Teaching in Visual Arts — Intermediate/Secondary
CTL7033YCurriculum and Teaching in Dramatic Arts — Intermediate/Secondary
Curriculum and Teaching in French as a Second Language — Intermediate/Secondary
CTL7035YCurriculum and Teaching in Business Studies: General — Intermediate/Secondary
CTL7036YCurriculum and Teaching in Business Studies: Accounting — Intermediate/Secondary
Curriculum and Teaching in Religious Education (Catholic Schools) — Intermediate/Senior