Program Location
Education Building
Start Term
Summer Semester
Program Type
Coursework, Internships, & Project
Schedule
Full-Time/Part-Time
Credits
60 Credits
Average Duration
2 years (5 semesters) Full-Time
The Master of Arts in Teaching and Learning (MATL) in Science and Technology offers a comprehensive pathway to Quebec teacher certification at the secondary school level, tailored for students who have completed an undergraduate degree in a Ministry of Education-identified teachable subject area. Incoming students are expected to have a passion for STEM education and an undergraduate background related to the subject matter. (Note that the department can not pre-assess prior credits for prospective students; this process happens only after applications are submitted.)
MATL students benefit from learning through engaging coursework and practical experiential learning during two school-based internships. Moreover, students undertake an independent Capstone Research Project and curate a professional e-portfolio to showcase their skills, preparing them for future employment. Successful program completion earns graduates a recommendation for teacher certification from the Quebec Ministry of Education.
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Details from the eCalendar
Teaching and Learning (Non-Thesis) (M.A.): Science and Technology Option (60 credits)
Offered by: Integrated Studies in Ed (Faculty of Education)
Degree: Master of Arts
Program credit weight: 60
Program Description
The Master of Arts in Teaching and Learning; Non-Thesis - Science and Technology is a graduate- level teacher education program. The program includes a minimum of 700 hours of school-based internships at the secondary level and offers two streams: an Independent Research Stream and a Course-Based Stream. The program's core academic components emphasize a comprehensive understanding of educational foundations, principles, theories, and practices and include a specific emphasis on science and technology content and pedagogies. Upon successful completion of the program, graduates are recommended to the Québec Ministry of Education for teacher certification at the secondary school level.
Note: For information about Fall 2025 and Winter 2026 course offerings, please check back on May 8, 2025. Until then, the "Terms offered" field will appear blank for most courses while the class schedule is being finalized.
Required Courses (51 credits)
| Course | Title | Credits |
|---|---|---|
| EDEC 550 | Indigenizing Pedagogy and Curriculum. | 3 |
Indigenizing Pedagogy and Curriculum. Terms offered: Summer 2025 Diverse social, cultural, linguistic, political, and pedagogical histories of Indigenous communities. Indigenous ways of knowing and worldviews. | ||
| EDEC 612 | Digital Media and Learning. | 3 |
Digital Media and Learning. Terms offered: Summer 2025 This course addresses emerging theories, pedagogies, and practices related to youth learning through digital media and online participatory cultures. Through direct engagement with multiple forms of digital media and youth, students will consider implications for teaching and learning within and beyond schools. | ||
| EDIN 610 | Internship 1. | 7 |
Internship 1. Terms offered: Fall 2025 Mentored student teaching in a school requiring a gradual increase in teaching and related duties. | ||
| EDIN 620 | Internship 2. | 8 |
Internship 2. Terms offered: Fall 2025 Mentored student teaching in a school requiring full responsibilities for lesson planning, student learning, classroom management, and evaluation. | ||
| EDPS 600 | Introductory Professional Seminar. | 3 |
Introductory Professional Seminar. Terms offered: Summer 2025 Introductory seminar designed to foster critical thinking about the complex educational endeavour of becoming a teacher. Considers what shapes the development of teachers’ roles, identities and professionalism. Case-based approaches to topics such as community, families, relationships, conflict management, and trauma informed practices. E–portfolio documentation of developing individual teacher identity and professional competencies. | ||
| EDPS 610 | Professional Seminar 1. | 2 |
Professional Seminar 1. Terms offered: this course is not currently offered. Reflexive thinking on equity, diversity and inclusion, classroom situations with a view to improving practice, and of teacher collaboration and community-building through a case study approach. Ongoing support for and debrief of concurrent internship. E–portfolio documentation of professional competencies and selection of artifacts. | ||
| EDPS 620 | Professional Seminar 2. | 1 |
Professional Seminar 2. Terms offered: this course is not currently offered. Professional and ethical practices as novice teachers. Case study approach of topics include: identity, contributions to education, connections to competencies, professional organizations and professional development. Ongoing support for and debrief of concurrent internship. E-portfolios are completed and prepared for future professional development in the field. | ||
| EDTL 515 | English Exam for Teacher Certification. | 0 |
English Exam for Teacher Certification. Terms offered: Summer 2025 Two hour exam designed to assess teacher candidates' competency in the language of instruction - MELS requirement for teacher certification in the Quebec school system. Students are permitted 4 attempts to pass this exam; it must be passed before commencing the First Internship (EDIN 601). Any student unsuccessful after 4 attempts must withdraw from the program. | ||
| EDTL 520 | Perspectives on Knowledge in Mathematics and Science. | 3 |
Perspectives on Knowledge in Mathematics and Science. Terms offered: this course is not currently offered. A variety of perspectives on construction of knowledge in mathematics and science and how the products of scientific and mathematical practices are shaped by broader social, cultural, and political forces. | ||
| EDTL 525 | Teaching Science and Technology. | 3 |
Teaching Science and Technology. Terms offered: this course is not currently offered. This course will build prospective teachersâ•Ž pedagogical knowledge and practices to teach principles of engineering and technical design, analysis of technical objects, and problem-based learning approaches to solve developmentally appropriate problems. Application of scientific concepts to technological solutions will also be emphasized to effectively integrate science and technology education. | ||
| EDTL 601 | Student Engagement and Learning Environments. | 3 |
Student Engagement and Learning Environments. Terms offered: this course is not currently offered. Exploration of a range of classroom expectations and routines including creating and maintaining a positive approach, building connections between home and school, building positive relationships, developing positive responses to challenging behaviour and other aspects of creating an engaged classroom. Focus is on developing a leadership style and teaching philosophy crucial to establishing and maintaining a positive, authentic learning environment where student engagement is central to learning. Quebec Ministry of Education professional competencies are addressed and assessed throughout. | ||
| EDTL 604 | Techniques for Planning and Assessment. | 3 |
Techniques for Planning and Assessment. Terms offered: Summer 2025 Classroom planning and assessment in the Quebec context including backward design, writing learning objectives, assessment for, of, and as learning, differentiated planning practices, and the creation of assessment tools. Classroom opportunities to foster and assess creativity and problem-based learning while balancing the constraints posed by standardized testing and other evaluation and reporting responsibilities. Quebec Ministry of Education professional competencies are addressed and assessed throughout. | ||
| EDTL 607 | Language and Policy in Quebec Education. | 3 |
Language and Policy in Quebec Education. Terms offered: Summer 2025 Structure and organization of education in Quebec considered from historical, political, language, social, administrative and legal perspectives. Enables students to contribute to the educational system in their roles as leaders of educational thought and change. All addressed through the development of professional competencies. | ||
| EDTL 609 | Neurodiversity and Learning. | 3 |
Neurodiversity and Learning. Terms offered: Summer 2025 Current research and practice in educating students who have a variety of individual needs and strengths. The complex interplay between individual and contextual factors that impact learning in the modern classroom. Examination of abilities/disabilities, school and classroom dynamics, and teachers' roles in promoting an inclusive environment. Focus on applicable, practical skills such as curriculum design and modification, formal/informal assessment procedures, universal design for instruction, home-school collaborations, and differentiated instruction. Quebec Ministry of Education professional competencies are addressed and assessed throughout. | ||
| EDTL 625 | Applied Methods in Teaching Science in Secondary School. | 3 |
Applied Methods in Teaching Science in Secondary School. Terms offered: this course is not currently offered. Emphasis on the organization of learning experiences in ways that support students in developing science process skills and understanding the unifying themes, issued of equity and the nature of science. Appreciation for relationships among science, technology and society. All addressed through the development of professional competencies. Parts of this course may be undertaken in school settings. | ||
| EDTL 626 | Advanced Applied Methods in Teaching Science in Sec. School. | 3 |
Advanced Applied Methods in Teaching Science in Sec. School. Terms offered: this course is not currently offered. Continuation of topics covered in EDTL 625. Parts of this course may be undertaken in school settings. | ||
Complementary Courses (9 credits)
9 credits selected from one of the following two streams:
Independent Research Stream
| Course | Title | Credits |
|---|---|---|
| EDER 633 | Project 1. | 6 |
Project 1. Terms offered: this course is not currently offered. Theoretical or practical project to explore and analyze an area of interest relevant to education and society. | ||
3 credits selected from:
| Course | Title | Credits |
|---|---|---|
| EDEM 690 | Research Methods: Theory and Practice. | 3 |
Research Methods: Theory and Practice. Terms offered: this course is not currently offered. Overview of the epistemological foundations of a range of research methods, including but not limited to quantitative, philosophical, qualitative, arts-based, and mixed methods. Students will learn techniques to conduct research and to develop a research proposal. | ||
| EDTL 640 | Teacher Inquiry and Action Research. | 3 |
Teacher Inquiry and Action Research. Terms offered: Summer 2025 Furthers students' understanding of teacher inquiry and action research. Students will make connections between their theoretical understandings of research and their own emergence as practitioner researchers in educational settings. Topics include: writing a focused literature review; collaborative and spectator forms of research; ways to identify problems to investigate; data collection and analysis; reflexive praxis; and ways to draw conclusions from research. The major assignment for the course will be the completion of the final written MATL capstone project or equivalent. | ||
Course-Based Stream
| Course | Title | Credits |
|---|---|---|
| EDER 615 | Introduction to Philosophy of Education. | 3 |
Introduction to Philosophy of Education. Terms offered: Summer 2025 Explores questions, aims, debates and modes of inquiry that characterize philosophical approaches to studying educational questions. Introduces philosophy of education as a distinctive field of educational research and may focus on figures or themes of contemporary interest. | ||
| EDTL 506 | Philosophy of Education. | 3 |
Philosophy of Education. Terms offered: Summer 2025 An exploration of philosophical underpinnings of educational theories as they inform professional practice. Reflections on aims of education, knowledge and values, nature of schooling and curriculum, roles and responsibilities of professional educators. All addressed through the development of professional competencies. | ||
6 credits to be chosen from among 500-level or 600-level department course offerings to be determined by the student’s area of study. Courses in other departments may be taken upon approval by the department graduate coordinator or director.
Eligibility (Admission Criteria)
- Possess an undergraduate degree.
- Have at least 45 discipline specific credits (university level). Applicants must complete the Science and Technology Self-Assessment Grid to assess whether their background meets the 45 credit minimum requirement in their discipline.
Courses listed must be at the 200 level or higher (no Foundation level courses) and you must have received a grade of “C” or higher, per McGill standard. These credits may be taken as part of a degree or as an independent/special student.
Note that it is preferable to have all 45 credits of background completed to the start of the MATL program. Applicants missing up to, but not exceeding, 6 discipline-specific credits may be accepted into the MATL program. The completion of missing credits will be consider a condition of program completion. Students are strongly encouraged to complete outstanding discipline-specific credits prior to the start of the MATL program. In exceptional circumstances, students may be allowed to complete outstanding discipline-specific credits during the MATL program; however these credits should be completed prior to beginning the subject-area specific methods course. Failure to complete outstanding discipline-specific credits may result is a deferral of the first internship placement. This deferral will result in a significant delay in the students program completion. - Have minimum Cumulative Grade Point Average (CGPA) is 3.0 out of a possible 4.0, or a Grade Point Average (GPA) of 3.2 out of 4.0 in the last two years of full-time studies.
- Experience working/volunteering in formal/informal education or youth sector. Informal teaching experience includes, but is not limited to, camp counselor, tutoring, mentoring, coaching, etc.
Admission decisions for graduate programs at McGill are holistic, meaning that many factors are taken into consideration in the admission decision, including academic credentials and grades. The eligibility requirements outline the minimum requirements for admission to the MATL program at McGill. These minimum requirements apply to both Canadian and international candidates. Please review the list carefully, as you must meet all of the minimum requirements in order to be considered for acceptance. Keep in mind that meeting the minimum admissions requirements does not guarantee your admission.
Application Deadlines
November 1st for International applicants and November 15 for Canadian and Permanent Resident applicants
Application Process
Applications submitted through Slate: https://future.mcgill.ca/apply/
Supporting Documents
- A current working CV
- A personal statement. 2 page maximum.
- A completed TESL Self-Assessment Grid NB, Grids must be typed and not hand written
- A copy of your unofficial transcripts from all previous university level studies ((undergraduate and graduate, including exchanges with other institutions, even if the credits appear on your home institution transcript). Official transcripts are required after you are officially admitted to the program.
- Two letters of recommendation, one from a university-level instructor and the second from a professional who has supervised you in a formal or informal education or youth sector position (if you have experience working in a formal school setting, one letter must be from a school / school board administrator qualified to assess your professional qualities). You will be prompted to provide the names and contact information of your referees in uApply. An email request will be generated prompting referees to upload their letter of recommendation directly to uApply.
- IELTS with a minimum overall band of 7.0; with a minimum Writing, Speaking, Listening and Reading score of 7.0; or
- TOEFL:iBT (Internet-based test) – total score of 92 with a minimum score of 22 each for the Writing, Speaking, Listening and Reading sections. N.B. Applicants are required to submit their scores electronically.
- The Department reserves the right to evaluate the applicant's language proficiency before initial registration and at the time of application.
- Applicants who meet the above English language requirement must also pass the departmental English Language Proficiency Test (ELPT)- with French component to be eligible for admission (see more information on this test below)
Additional Information about English Language Proficiency Test (ELPT) - with French component
Applicants to the MATL TESL program must register for a testing date after the department has confirmed academic admissibility to the program. Applicants will receive more details about how to register by email.English Language Proficiency Test (ELPT)- Applicants to the MATL TESL program must pass the English Language Proficiency Test (ELPT) as a condition of admission. Additionally, because MATL TESL students will have internship placements in French schools, MATL TESL students are expected to have the capacity to function effectively in a French speaking environment . Therefore, the ELPT also includes an assessment of applicants' abilities to functionally communicate in French. Once the department has confirmed academic admissibility to the MATL program, applicants to the MATL TESL program will receive an email detailling regsitration procedures for the ELPT- with French component.
Eligible applicants will receive email notification requesting that they register to take the English Language Proficiency Test (ELPT)
If you are an applicant to the MATL - TESL program who meets the academic admission requirements, you will be required to pass an English language test unless you meet the requirements to be exempted as noted below. Please DO NOT register until you have been instructed to do so.
You are exempt from the test if:
- You have attended an English-language institution for high school and/or university in Canada or elsewhere in the world for at least four consecutive years; or
- You have attended an English-language university in Quebec for at least three consecutive years; or
- You have completed a DEC at an English-language CEGEP and/or completed Secondary IV and V in English in Quebec.
The English Language Proficiency Test is offered by McGill University's School of Continuing Studies. The purpose of the test is to determine whether your levels of written and oral English meet the standards we require for future ESL teachers. There is nothing you can do to prepare. Please do make sure you are well-rested on the day of the test and ready to demonstrate your English proficiency.
What you need to know about the School of Continuing Studies English language test:
- The test consists of both a written portion and an individual oral interview.
- Total test fees: Approximately $92 (NON-REFUNDABLE)
- *After receiving the results of the English language test, you will be required to upload your results to your application in Minerva.
Register for ELPT
