Curriculum, Teaching and Learning

CTL: Introduction

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

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

​​Degree Programs

​Curriculum & Pedagogy

MA, MEd, and PhD

  • Emphases:
    • Arts in Education;
    • Critical Studies in Curriculum and Pedagogy​;
    • Digital Technologies in Education;
    • Indigenous Education and Decolonization;
    • Qualitative Methodologies;
    • Science, Mathematics and Technology (SMT);
    • Wellbeing

​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, 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 & 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/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

Bale, Jeff - BA, MS, PhD
Bartel, Lee - BA, BMus, MEd, PhD
Bickmore, Kathy - MA, PhD
Brett, Clare - BA, MA, PhD (Chair and Graduate Chair)
Burke, Carol-Ann - DipEd, BA, MEd, PhD
Campbell, Elizabeth - BA, BEd, MEd, PhD
Cooper, Karyn - PhD
Gagne, Antoinette - BEd, MEd, PhD (Associate Chair, Student Experience)
Gallagher, Kathleen Marie - PhD
Gaztambide-Fernandez, Ruben - BM, MEd, EdD
Gitari, Wanja - BEd, MA, PhD
Goldstein, Tara - BA, PhD
Hewitt, Jim - BEd, BMath, MEd, PhD
Kerekes, Julie - BA, MA, PhD
Kosnik, Clare - DPhil, DPhil
Labrie, Normand - BA, MA, PhD
Lam, Tony - BA, MA, PhD
Levine, David - BA, MA, 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
Rolheiser, Carol - BEd, MEd, PhD
Sandwell, Ruth - BA, MA, PhD
Scardamalia, Marlene - PhD
Simon, Rob - BA, MA, MTh, PhD
Slotta, James - BS, MPsy, PhD
Smyth, Elizabeth - BA, BEd, MA, EdD
Springgay, Stephanie - BEd, BFA, MA, PhD
Stagg Peterson, Shelley - BE, MEd, PhD
Sykes, Heather - BSc, PhD
Trifonas, Peter Pericles - BE, BA, PhD
Troper, Harold - BA, MA, PhD

Members Emeriti

Beattie, Mary - BA, BA, MA, MEd, EdD
Beck, Clive - PhD
Bencze, Lawrence - BEd, BSc, MSc, PhD
Bennett, Barrie - BPHE, MEd, PhD
Bereiter, Carl - PhD
Cameron, Linda - BA, MEd, EdD
Connelly, Michael - BSc, BEd, MSc, PhD
Cumming, Alister - BA, MA, PhD
Cummins, James - BA, PhD
Evans, Mark - BE, BA, MA, PhD
Feuerverger, Grace - BA, MA, PhD
Gerin-Lajoie, Diane - BSc, MA, PhD
Hanna, Gila - BA, MA, MEd, PhD
Jordan, Anne - BA, MA, PhD
Lapkin, Sharon - BA, MA, PhD
Spada, Nina - BA, MA, PhD
Swain, Merrill - BA, PhD
Thiessen, Dennis - AB, MEd, DPhil
Wallace, John - BSc, BEd, MSc, PhD

Associate Members

Allen, Guy - BA, MA, PhD
Brant, Jennifer - PhD
Broad, Kathy - BEd, BA, MEd, PhD (Associate Chair, Teacher Education)
Brownell, Cassie - MEd, PhD
Dubek, Michelle - PhD
Gini-Newman, Garfield - BA, BE, MA
Gloor, Peter Andreas - MSc, PhD
Hidi, Suzanne - BA, MA, PhD
Lancaster, Ron - BEd, BS, MMath
Le Pichon-Vorstman, Emmanuelle - PhD
Marks Krpan, Cathy - BEd, MEd, EdD
Montemurro, David - BEd, BA, MES
Reid, Mary - BA, BEd, MEd, EdD
Stewart Rose, Leslie - BEd, BM, MA, EdD
Topouzova, Lilia - BA, MA, PhD
Zingaro, Daniel - BCS, MEd, MCS

CTL: Curriculum & Pedagogy Overview

Program Description

The Curriculum & 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 seven constituent but optional program emphases.

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

  • Arts in Education
  • Critical Studies in Curriculum and Pedagogy
  • Digital Technologies in Education
  • Indigenous Education and Decolonization
  • Qualitative Methodologies
  • 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 & Pedagogy MA

Master of Arts​

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. 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 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 Statement of Intent, applicants should visit the Curriculum & Pedagogy program web page.

  • The Admissions Committee reviews this statement 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.

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 & Pedagogy program.

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

    • 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.

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 & Pedagogy MEd

Master of Education​

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 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.

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 & Pedagogy program 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 & Pedagogy program.

    • CTL 1000H Foundations of Curriculum & Pedagogy (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 & Pedagogy PhD

Doctor of Philosophy​

The PhD program demands a strong commitment to research. The Curriculum & 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.

 

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 & Pedagogy program web page.

    • A Statement of Intent 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.

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 C&P Doctoral Proseminar in Curriculum & Pedagogy (0.5 FCE).

    • Students are expected to take CTL 1000H Foundations of Curriculum & Pedagogy (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 an 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 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.

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 & Pedagogy program web page.

    • A Statement of Intent 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. 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 C&P Doctoral Proseminar in Curriculum & Pedagogy (0.5 FCE).

    • Students are expected to take CTL 1000H Foundations of Curriculum & Pedagogy (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 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.

Program Length

8 years

Time Limit

8 years

CTL: Curriculum & Pedagogy MA, MEd, PhD Emphases

Emphasis: Arts in Education

The emphasis in Arts in Education allows students to take specialized courses in the areas of music and sound, drama and theatre, visual art, performance, and, in particular, courses that reflect social justice concerns reflected through the arts and cultural production. This emphasis will attract students interested in the arts, elementary and secondary arts specialist teachers, and community, gallery, and museum educators interested in examining arts education beyond schooling.

  • 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 1026H, CTL 1065H, CTL 1099H, CTL 1104H, CTL 1322H, CTL 1811H, CTL 1818H, CTL 1822H, CTL 5013H, CTL 5018H, CTL 5019H, CTL 5020H.

  • 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.

 

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 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 1818H, CTL 1822H, CTL 3031H, CTL 3034H.

  • 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.

 

Emphasis: Digital Technologies in Education

The emphasis in Digital Technologies in Education is designed to engage educators in a critical 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 computational thinking, gamification of learning, online knowledge communities, social media, immersive simulations, technology and assessment, mobile devices, and knowledge building. These courses will address emerging trends in the contemporary digital technologies landscape. Given the thousands of educational apps and web-based technologies available to teachers, where are we seeing potential?

  • 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 1602H, CTL 1603H, CTL 1606H, CTL 1608H, CTL 1609H, CTL 1923H, CTL 1926H, CTL 5015H.

  • 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.

 

Emphasis: Indigenous Education and Decolonization

The emphasis in Indigenous Education and Decolonization examines the complex and tangled histories of those on whose traditional lands OISE and U of T are situated: the Ouendat (Wyandot-Huron), Onondowahgah (Seneca-Hodenosaunee), and the Misi-zaagiing (Mississaugas-Anishinaabek) nations. This territory is subject to the Dish With One Spoon Wampum Belt Covenant, an agreement between the Iroquois Confederacy and the Ojibwe and allied nations to peaceably share and care for the resources around the Great Lakes.

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 this land has, and still does 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:

    • CTL 1063H, CTL 1320H, CTL 1321H, CTL 1322H, CTL 5010H, CTL 5024H, CTL 5029H.

  • 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.

 

Emphasis: Qualitative Methodologies

The emphasis in Qualitative Methodologies will encourage a focused exploration of qualitative paradigms, approaches, and methods within and beyond the scope of schools and education. This emphasis will allow students to take introductory and specialized courses in a range of contemporary qualitative methodologies in areas such as research and participatory inquiry; arts-based research and performed ethnography; feminist and queer approaches; indigenous methodologies, anti-colonial, decolonial, post-foundational, and social justice research. These courses will address the need for students to deepen their understanding, application, and specialization in qualitative methodologies in education. Students will also explore how qualitative methodologies are applied to non-formal education contexts such as social justice pedagogies.

  • 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 1018H, CTL 1041H, CTL 1049H, CTL 1062H, CTL 1063H, CTL 1099H, CTL 1211H, CTL 1306H, CTL 1322H, CTL 1809H, CTL 1822H, CTL 5019H, CTL 5029H, CTL 5030H.

  • 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.

 

Emphasis: Science, Mathematics and Technology (SMT)

The emphasis in SMT is dedicated to exploring theory, practice, and contemporary issues pertaining to SMT education in diverse settings and contexts. A vibrant community of scholars and graduate students thrive on collegiality, intellectual debate, critical analyses, and inquiry. Drawing on research and practice, students will explore and critique innovative SMT education while supporting research, curriculum development, and teaching. With strong connections to the SMT Centre and the collaborative specialization in Engineering Education, students will engage with topics such as science, technology engineering, and mathematics (STEM); mathematics pedagogy; equity; inclusion; diversity; activism; and social and environmental justice.

  • 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 1116H, CTL 1119H, CTL 1120H, CTL 1202H, CTL 1206H, CTL 1207H, CTL 1209H, CTL 1212H, CTL 1214H, CTL 1215H, CTL 1216H, CTL 1217H, CTL 1218H, CTL 1219H, CTL 1221H, CTL 1222H, CTL 1223H, CTL 1606H, CTL 1608H, CTL 1609H, CTL 1841H.

  • 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.

 

Emphasis: Wellbeing

The emphasis in Wellbeing inquires into the nature of wellbeing as well as providing learning environments that support student wholeness: mental, physical, and spiritual. Research suggests that people who exhibit characteristics of wellbeing live longer and contribute more to society (Ricard, 2003). In July 2011, the United Nations passed a resolution recommending that member states give greater attention to happiness and well-being in their economic and social development policies. Wellbeing is a priority for the Ontario Ministry of Education and OISE.

Faculty in this emphasis offer courses that explore and support student wellbeing in a variety of ways. Holistic and embodied approaches to learning are employed to engage the whole person. More specifically, these approaches involve various forms of meditation, mindfulness practice, narrative/biography, working in a collaborative and supportive environment, body work, and conscious use of technology. Mental health is increasingly identified as an important issue today, and approaches to address this concern are also part of the emphasis. These approaches are offered within the context of sustainability and ethical issues that can arise in the pursuit of wellbeing.

  • 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 1016H, CTL 1027H, CTL 1106H, CTL 1110H, CTL 1221H, CTL 1319H, CTL 1331H, CTL 1424H, CTL 1817H, CTL 1825H, CTL 3037H, CTL 5011H, CTL 5042H, CTL 5045H.

  • 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 & Pedagogy 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
Les fondements du curriculum et de la pédagogie
CTL 1000H
Foundations of Curriculum & Pedagogy
CTL 1001H
Values and Schooling
CTL 1005H
Language, Literacy, and the School Curriculum
CTL 1011H
Anti-Oppression Education in School Settings
CTL 1011H
L’éducation pour l’anti-oppression en milieu scolaire
CTL 1016H
Cooperative Learning Research and Practice
CTL 1018H
Introduction to Qualitative Inquiry in Curriculum, Teaching, and Learning
CTL 1023H
Technology and Education: Critical Perspectives on Theory and Practice
CTL 1024H
Poststructuralism and Education
CTL 1026H
Performed Ethnography
CTL 1027H
Facilitating Reflective Professional Development
CTL 1029H
From Student to Teacher: Professional Induction
CTL 1031H
Language, Culture, and Identity: Using the Literary Text in Teacher Development
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 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 1046H
Training Evaluation
CTL 1047H
Course Self-Assessment
CTL 1048H
Qualitative Methodology: Challenges and Innovations
CTL 1049H Critical Practitioner Research in Education
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
Gender, Sexuality, and Schooling
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 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 1121H Foundations of Wellness Through a Phenomenology of Practice (exclusion: CTL 5045H)
CTL 1122H Exploring the Praxis of Environmental and Sustainability Education (exclusion: CTL 5027H)
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 1224H Curriculum Issues in Science Education (exclusion: CTL 1799H)
CTL 1304H
Cultural Studies and Education
CTL 1306H
La recherche qualitative en éducation: bases théoriques et pratiques
CTL 1306H
Qualitative 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 1325H Citizenship Education, Pedagogy, and School Communities
CTL 1330H Education and Peacebuilding in Conflict Zones: International Comparative Perspectives
CTL 1331H Land‐Centred Approaches to Research and Community Engagement
CTL 1332H Introduction to Decolonization in Education (exclusion: CTL 5010H)
CTL 1400H
Classroom Adaptations and Instructional Strategies
CTL 1402H
Adaptive Instruction in Inclusive Classrooms
CTL 1403H
Special Education and Social Representation of Difference
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 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 1602H
Introduction to Computers in Education
CTL 1603H
Introduction to Knowledge Building
CTL 1604H
Video/Multimedia Design
CTL 1606H
Computers in the Curriculum
CTL 1608H
Constructive Learning and Design of Online Environments
CTL 1609H
Educational Applications of Computer-Mediated Communication
CTL 1611H
Computer-Mediated Distance Education
CTL 1612H
The Virtual Library (Non-Credit)
CTL 1797H
Practicum in Curriculum & Pedagogy: Master's Level
CTL 1798H
Individual Reading and Research in Curriculum & Pedagogy: Master's Level
CTL 5010H to CTL 5037H Special Topics in Curriculum: Master’s Level

Doctoral Level

CTL 1808H
Curriculum Innovation in Teacher Education
CTL 1809H
Narrative and Story in Research and Professional Practice
CTL 1811H
Writing Research/Research Writing: Moving from Idea to Reality
CTL 1812H
Professional Ethics of Teaching and Schooling
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 1844H
Seminar in Evaluation Problems (prerequisite: CTL 2803H, CTL 1843H, or equivalent)
CTL 1899H
C&P Doctoral Proseminar in Curriculum & Pedagogy
CTL 1923H
Mobile and Ubiquitous Computing in Education
CTL 1926H
Knowledge Media and Learning
CTL 1998H,Y
Individual Reading and Research in Curriculum & Pedagogy: Doctoral Level
CTL 6000H
Special Topics in C&P: Doctoral Level

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 Indigenous, official, international/heritage, and sign languages and literacies;

  • 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 on 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

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 following courses can fulfil this requirement: CTL 1018H, CTL 1041H, CTL 1306H, CTL 3033H, CTL 3807H, CTL 3810H, APD 1296H, APD 3202H, JOI 1287H, JOI 1288H, JOI 3228H, 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 Master of Education (MEd) degree 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

 

Field: Language Teaching

The field in Language Teaching includes a more structured focus on language teaching practice and integrates an engagement with scholarly research in Language and Literacies Education (LLE), with a commitment to excellence in teaching to support graduates’ careers as 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; and (c) the opportunity to gain practical experience in a language-education context. This field is only available on a full-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 pursue this field, 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) as follows.

    • All students in the field must take the following courses (1.0 FCE):

      • CTL 3002H Second Language Teaching Methodologies

      • CTL 3010H Second-Language Learning

    • Students must then choose any three from the following courses (1.5 FCEs):

      • CTL 3000H Foundations of Bilingual and Multicultural Education

      • CTL 3003H Planning and Organizing the Second Language Curriculum

      • CTL 3013H Language Assessment

      • CTL 3020H Writing in a Second Language

      • CTL 3101H Language Awareness for Language Educators

      • CTL 3797H Practicum in Language and Literacies Education: Master’s Level (recommended)

      • CTL 3808H The Role of Instruction in Second Language Learning

      • CTL XXXXH English for Academic Purposes (EAP) for Language Educators [pending approval]

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

Program Length

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

Time Limit

3 years full-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 3.5 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 CTL 3001H Research Colloquium in Language and Literacies Education (0.5 FCE) and CTL 3899H Proseminar in Language and Literacies Education (0.5 FCE), if not previously taken at the master's level. If CTL 3001H or CTL 3899H 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: CTL 1018H, CTL 1041H, CTL 1306H, CTL 3033H, ​CTL 3807H, CTL 3810H, APD 1296H, APD 3202H, JOI 1287H, JOI 1288H, JOI 3228H, 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 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.

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 3.5 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 CTL 3001H Research Colloquium in Language and Literacies Education (0.5 FCE), if not previously taken at the master's level. If CTL 3001H 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).

    • CTL 3899H Proseminar in Language and Literacies Education (0.5 FCE), if not previously taken at the master's level. If CTL 3899H 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: CTL 1018H, CTL 1041H, CTL 1306H, CTL 3033H, CTL 3807H, CTL 3810H, APD 1296H, APD 3202H, JOI 1287H, JOI 1288H, JOI 3228H, 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 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.

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 1251H Reading in a Second Language
APD 1296H
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 3003H
Planning and Organizing the Second Language Curriculum
CTL 3004H
Language Awareness and its Role in Teacher Development
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 3020H
Writing in a Second Language
CTL 3024H
Language Teacher Education
CTL 3025H
Educational Sociolinguistics
CTL 3026H
Pragmatics in Language Education
CTL 3028H
Literacy 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 3899H Proseminar in Language and Literacies Education Program: Master's Level
CTL 5300H
Special Topics in Language and Literacies Education Program: Master's Level
CTL XXXXH
[pending approval]
English for Academic Purposes (EAP) for Language Educators
CRE 1001H Séminaire d’études : Éducation, francophonies et diversité
JTE 1952H
Language, Culture, and Education

Doctoral Level

CTL 3805H
Multilingualism and Plurilingualism
CTL 3806H
Sociocultural Theory and Second Language Learning
CTL 3807H
Second Language Education Research Methods [RM]
CTL 3808H
The Role of Instruction in Second Language Learning
CTL 3810H
Second Language Classroom Research Methods
CTL 3899H Proseminar in Language and Literacies Education
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​

Program Description

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 enjoy four 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)

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 division (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 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. 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) 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 a practicum setting in both Years 1 and 2 of the program.

Program Requirements

  • Coursework. Students must complete 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: 4 practice teaching courses: CTL 7080H, CTL 7081H, CTL 7082H, and CTL 7083H. There is one placement per course, totalling four teaching placements.

  • 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.

  • Students registered in the Primary/Junior and Junior/Intermediate divisions must successfully complete the non-credit seminar course CTL 7100H Mathematics Concepts for Elementary Teacher Candidates (0.0 FCE), also known as MathPlus, during their first session of registration.

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 7000H
Curriculum and Teaching in Literacy
CTL 7001H
Educational Professionalism, Ethics, and Law
CTL 7002H
Curriculum and Teaching in Mathematics
CTL 7006H
Educational Research 1
CTL 7008H
Introduction to Special Education and Mental Health
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 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
CTL 7080H Practice Teaching Year 1 (Part 1) (Credit/No Credit)
CTL 7081H Practice Teaching Year 1 (Part 2) (Credit/No Credit)
CTL 7082H Practice Teaching Year 2 (Part 1) (Credit/No Credit)
CTL 7083H Practice Teaching Year 2 (Part 2) (Credit/No Credit)
CTL 7084H Issues in Numeracy (0.25 FCE)
CTL 7085H Issues in Literacy (0.25 FCE)
CTL 7086H Curriculum and Teaching in Music and Dance (0.25 FCE)
CTL 7087H Curriculum and Teaching in Drama and Dance (0.25 FCE)
CTL 7088H Curriculum and Teaching in Visual Arts (0.25 FCE)
CTL 7089H Curriculum and Teaching in Physical Education (0.25 FCE)
CTL 7100H Mathematics Concepts for Elementary Teacher Candidates* (Non-credit)

*Students registered in the Primary/Junior division must successfully complete the non-credit seminar course CTL 7100H Mathematics Concepts for Elementary Teacher Candidates, also known as MathPlus, during their first session of registration.

Elective Courses

Plus 1.0 FCE
Two elective courses

Junior/Intermediate Division (Grade 4 to Grade 10)

Core Courses

CTL 7000H
Curriculum and Teaching in Literacy
CTL 7001H
Educational Professionalism, Ethics, and Law
CTL 7002H
Curriculum and Teaching in Mathematics
CTL 7006H
Educational Research 1
CTL 7008H
Introduction to Special Education and Mental Health
CTL 7009H
Anti-Discriminatory Education
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
CTL 7080H Practice Teaching Year 1 (Part 1) (Credit/No Credit)
CTL 7081H Practice Teaching Year 1 (Part 2) (Credit/No Credit)
CTL 7082H Practice Teaching Year 2 (Part 1) (Credit/No Credit)
CTL 7083H Practice Teaching Year 2 (Part 2) (Credit/No Credit)
CTL 7084H Issues in Numeracy (0.25 FCE)
CTL 7085H Issues in Literacy (0.25 FCE)
CTL 7100H Mathematics Concepts for Elementary Teacher Candidates* (Non-credit)

*Students registered in the Junior/Intermediate division must successfully complete the non-credit seminar course CTL 7100H Mathematics Concepts for Elementary Teacher Candidates, also known as MathPlus, during their first session of registration.

Elective Courses

Plus 0.5 FCE
One subject specialization course selected from CTL 7050H to CTL 7060H
Plus 1.0 FCE
Two elective courses

For Junior/Intermediate certification, students take one subject specialization course in Year 2 (the list of subject specializations are subject to change):

Junior/Intermediate Subject Specialization Courses

CTL 7050H
Intermediate Teaching Subject — English (First Language)
CTL 7051H
Intermediate Teaching Subject — French (Second Language)
CTL 7052H Intermediate Teaching Subject — Geography
CTL 7053H
Intermediate Teaching Subject — Health and Physical Education
CTL 7054H
Intermediate Teaching Subject — History
CTL 7055H
Intermediate Teaching Subject — Mathematics
CTL 7056H Intermediate Teaching Subject — Music-Instrumental
CTL 7057H Intermediate Teaching Subject — Music-Vocal
CTL 7058H
Intermediate Teaching Subject — Science-General
CTL 7059H Intermediate Teaching Subject — Visual Arts
CTL 7060H Intermediate Teaching Subject — Drama

Prerequisites

Before applying to the Junior/Intermediate division, 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 (Grade 7 to Grade 12)

Core Courses

CTL 7006H
Educational Research 1
CTL 7007H
Authentic Assessment
CTL 7008H
Introduction to Special Education and Mental Health
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
CTL 7080H Practice Teaching Year 1 (Part 1) (Credit/No Credit)
CTL 7081H Practice Teaching Year 1 (Part 2) (Credit/No Credit)
CTL 7082H Practice Teaching Year 2 (Part 1) (Credit/No Credit)
CTL 7083H Practice Teaching Year 2 (Part 2) (Credit/No Credit)

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

Intermediate/Senior Specialization Courses

The Intermediate/Senior 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 7028Y Curriculum and Teaching in Geography — Intermediate/Senior
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 7032Y Curriculum and Teaching in Visual Arts — Intermediate/Secondary
CTL 7033Y Curriculum and Teaching in Dramatic Arts — Intermediate/Secondary
CTL 7034Y
Curriculum and Teaching in French as a Second Language — Intermediate/Secondary
CTL 7035Y Curriculum and Teaching in Business Studies — General
CTL 7036Y Curriculum and Teaching in Business Studies: Accounting — Intermediate/Secondary
CTL 7041Y
Curriculum and Teaching in Religious Education

Prerequisites

Before applying to the Intermediate/Senior division, 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 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.