Education
This is an archived copy of the 2020-2021 catalog. To access the most recent version of the catalog, please visit https://hctcatalog.hct.ac.ae.
Admission to Program
Admission to the program is explained in the HCT Admission Policy described in the Academic Policies section of this Catalog.
Program Mission
The Bachelor of Education (Early Childhood) program produces future innovative educators who act as agents of change by applying new methodologies and paradigms in order to transform the delivery of instruction. Teaching practicum, learning by doing, and action research are the keystones of the curriculum, which ensures all graduates are highly employable, reflective practitioners able to apply theory and best practice within their own particular context.
Program Description
The Bachelor of Education (Early Childhood) program aims to produce teachers for UAE schools. The program offers students one of the most rewarding careers and an opportunity to shape the future of their country. Prepared with up-to-date knowledge of educational theory, HCT education students develop and practice their teaching skills in UAE government and private school classrooms. This hands-on approach to learning gives students the teaching skills they need to excel in their future careers.
Program Learning Outcomes
Graduates will be able to:
- Demonstrate specialized factual and theoretical knowledge that underpins teaching and learning principles and concepts.
- Demonstrate an understanding of how educational and related theories have evolved and are applied to research and teaching.
- Demonstrate a variety of pedagogy, communication and technology skills required for teaching, learning and assessment processes.
- Evaluate and implement effective research, teaching, learning and assessment strategies within diverse educational contexts and tasks.
- Display leadership, effective classroom management, innovative teaching and learning that align to national values and social responsibility.
- Function independently as a professional teacher in the variety of roles required in educational settings.
- Display commitment to the profession through adherence to ethical standards, effective work and study skills, and engagement in continuous professional development.
Completion Requirements
Students must successfully complete a minimum of 120 credits, including:
Code | Title | Credit Hours |
---|---|---|
Education Courses | 30 | |
Education Practicum Courses | 33 | |
Early Childhood Courses | 24 | |
General Studies | 33 | |
Total Credit Hours | 120 |
Note: All students must attain a Band 6 IELTS or EmSAT 1400 (or equivalent) to progress into the final year.
Code | Title | Credit Hours |
---|---|---|
Education Courses | ||
Required Credits: 30 | ||
EDU 1003 | Introduction to Theories of Learning 1a | 3 |
EDU 1303 | Learning Technologies for the Classroom | 3 |
EDU 1503 | Introduction to Theories of Learning 1b | 3 |
EDU 2303 | Language and Development: SLA Principles and Pedagogy | 3 |
EDU 2803 | Teaching Learners with Special Needs | 3 |
EDU 3003 | Global Education and Leadership | 3 |
EDU 3033 | English for Academic Purposes | 3 |
EDU 4003 | Research Methods and Reflective Practice in Education | 3 |
EDU 4203 | Curriculum Mapping and Planning | 3 |
EDU 4503 | Research Project | 3 |
Education Practicum Courses | ||
Required Credits: 33 | ||
EPC 1403 | Practicum 1a | 3 |
EPC 1903 | Practicum 1b | 3 |
EPC 2403 | Practicum 2a | 3 |
EPC 2903 | Practicum 2b | 3 |
EPC 3403 | Practicum 3a | 3 |
EPC 3903 | Practicum 3b | 3 |
EPC 4406 | Practicum 4a | 6 |
EPC 4909 | Practicum 4b (Internship) | 9 |
Early Childhood Courses | ||
Required Credits: 24 | ||
ECE 2003 | Teaching Mathematics in the Early Years: Skills and Concept Acquisition | 3 |
ECE 2203 | Learning through the Visual Arts | 3 |
ECE 2503 | Theories of Teaching and Learning that impact the Preschool Curriculum | 3 |
ECE 2603 | Learning through the Performing Arts | 3 |
ECE 3003 | Literacies in Early Childhood | 3 |
ECE 3203 | Learning through Literature | 3 |
ECE 3503 | Planning and Assessment in Early Childhood Education | 3 |
ECE 3703 | Building Learning Communities in Early Childhood Education | 3 |
General Studies | ||
Required Credits: 33 | ||
English, Arabic or other Languages | ||
Required Credits: 12 | ||
Humanities or Arts | ||
Required Credits: 3 | ||
Information Technology or Mathematics | ||
Required Credits: 6 | ||
The Natural Sciences | ||
Required Credits: 3 | ||
The Social or Behavioral Sciences | ||
Required Credits: 9 |
Description | Data |
---|---|
Total Required Credits | 120 |
Minimum Duration of Study | 4 years |
Maximum Duration of Study | 6 years |
Program Code | BAEDU |
Major Code | EDU |
Recommended Sequence of Study
Bachelor of Education (Early Childhood)
Year 1 | ||
---|---|---|
Semester 1 | Credit Hours | |
EDU 1003 | Introduction to Theories of Learning 1a * | 3 |
EDU 1303 | Learning Technologies for the Classroom * | 3 |
EPC 1403 | Practicum 1a | 3 |
LSM 1123 | Quantitative Reasoning | 3 |
LSS 1003 | Life and Future Skills | 3 |
AES 1033 | Islamic Culture * | 3 |
Credit Hours | 18 | |
Semester 2 | ||
EDU 1503 | Introduction to Theories of Learning 1b | 3 |
EDU 1803 | Fundamentals of Teaching Math and Science | 3 |
EPC 1903 | Practicum 1b | 3 |
LSC 1103 | Professional Communication and Reporting | 3 |
LSS 1123 | Basic Research Methods | 3 |
Credit Hours | 15 | |
Year 2 | ||
Semester 3 | ||
ECE 2003 | Teaching Mathematics in the Early Years: Skills and Concept Acquisition | 3 |
ECE 2203 | Learning through the Visual Arts | 3 |
EDU 2303 | Language and Development: SLA Principles and Pedagogy | 3 |
EPC 2403 | Practicum 2a | 3 |
LSC 2193 | Applied Skills Capstone | 3 |
OR | ||
LSC 2223 Future Skills Capstone | ||
Credit Hours | 15 | |
Semester 4 | ||
AES 1003 | Emirati Studies * | 3 |
AES 1013 | Arabic Communications I * | 3 |
ECE 2503 | Theories of Teaching and Learning that impact the Preschool Curriculum * | 3 |
ECE 2603 | Learning through the Performing Arts | 3 |
EPC 2903 | Practicum 2b | 3 |
Credit Hours | 15 | |
Year 3 | ||
Semester 5 | ||
ECE 3003 | Literacies in Early Childhood | 3 |
ECE 3203 | Learning through Literature | 3 |
EDU 2803 | Teaching Learners with Special Needs * | 3 |
EPC 3403 | Practicum 3a | 3 |
ICT 2013 | Computational Thinking and Coding | 3 |
Credit Hours | 15 | |
Semester 6 | ||
ECE 3503 | Planning and Assessment in Early Childhood Education | 3 |
ECE 3703 | Building Learning Communities in Early Childhood Education * | 3 |
EDU 3033 | English for Academic Purposes | 3 |
EPC 3903 | Practicum 3b | 3 |
BUS 2403 | Innovation and Entrepreneurship | 3 |
Credit Hours | 15 | |
Year 4 | ||
Semester 7 | ||
EDU 4003 | Research Methods and Reflective Practice in Education | 3 |
EDU 4203 | Curriculum Mapping and Planning | 3 |
EPC 4406 | Practicum 4a | 6 |
Credit Hours | 12 | |
Semester 8 | ||
EDU 3003 | Global Education and Leadership | 3 |
EDU 4503 | Research Project | 3 |
EPC 4909 | Practicum 4b (Internship) | 9 |
Credit Hours | 15 | |
Total Credit Hours | 120 |
* courses taught in Arabic
Additional courses may be offered in each Summer Semester at the discretion of the Academic faculty.
Some courses may not be offered in every semester or in every campus.
Afra Al Mansoori, Master of Education, British University in Dubai, UAE
Aisha Mohamed Zayed Khalifa Al Teneiji, Master of Science in Instructional Technology, New York Institute of Technology, UAE
Aisha Saif Sultan Saeed Mukassah Al Samahi, Master of Education, Deakin University, Australia
Allan Mutambo, Master of Education, Special Education, Elon University, Master of Arts, English Education, University of the Witwatersrand, South Africa
Amal Ali Obaid Ali Al Mehnah Yammahi, Master of Science in Instructional Technology, New York Institute of Technology, UAE
Amnah Humaid Ali Khalfan Al Kindi, Master of Education, Deakin University, Australia
Amnah Mobarak Obaid Mobarak Salem Al Hmoudi, Bachelor of Education, Higher Colleges of Technology, UAE
Antoinette Wiseman, Master of Education, Concordia University, USA
Aysha AlShamsi, Ph.D., Language Education and Literacy, UAE University, UAE
Basel Badran, Master of Education, British University in Dubai, UAE
Binod Gurung, Ph.D., Curriculum & Instruction, New Mexico State University, USA
Cheantel Adams, Ph.D., Educational Leadership, Prairie View A&M University, USA
Dean Vanvelzer, Master of Education, Murdoch University, Australia
Ebtesam Al Zahmi, Master of Science in Instructional Technology, New York Institute of Technology, UAE
Elizabeth Taylor, Master of Arts (Education), Liverpool Hope University, UK
Fatema Al Awadhi, Master of Education, British University in Dubai, UAE
Fatema Al Mansoori, Master of Education, British University in Dubai, UAE
Hamda Faraj Marzooq Abdulla, Master of Education, Deakin University, Australia
Huda Abdulla Mohamed Abdulla Al Blooshi, Master of Education, Deakin University, Australia
Jacqueline Lottin, Ph. D., Education, University of Glasgow,UK
Jolene Scullion, Master of Education, University of Gloucester, UK
Kesha Oliver, Master of Education, University of Houston, USA
Khadija Mohammed Saleh Ali Al Jasmi, Master of Education, Higher Colleges of Technology, UAE
Laila Boisselle, Ed.D., Science Education, University of Sheffield, UK
Lavinia Tamarua, Ph.D, Education, The University of Auckland, New Zealand
Martha Banfa, Ph.D., Curriculum Development, University of Nottingham, UK
Maryam Saeed Majed Mohammed Al Shamsi, Master of Science in Instructional Technology, New York Institute of Technology, UAE
Melissa McMinn, Master of Education, Murdoch University, Australia
Mouza Alayyan, Master of Science in Instructional Technology, New York Institute of Technology, UAE
Muna Mohammed Ali Khuzam Al Suwaidi, Master of Science in Instructional Technology, New York Institute of Technology, UAE
Nadya Moosa Abdulla Ali, Master of Science in Instructional Technology, New York Institute of Technology, UAE
Neil Satoquia, Ph.D., Education, University of the Philippines, Philippines
Olga Samsonova, Ph.D, Walden University, USA
Osama Taani, Ph.D., New Mexico State University, USA
Philip Quirke, Ph.D., Aston University, UK
Priti Verma, Ph.D., Child Development, CCS Haryana Agricultural University, India
Robin Ogdol, Master of Science in Mathematics, De La Salle University, Philippines
Sameirah Mohamed Rashed Ali Al Abdouli, Master of Education, University of Deakin, Australia
Sarah Hyde, Master of Education, The Open University, UK
Slim Khemakhem, Ph.D., Applied Linguistics, University of the West of England, UK
Tania El Aghar, Ed.D., Teaching & Learning, University of Leicester, UK