Education
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 | 36 | |
| Education Practicum Courses | 21 | |
| Early Childhood Courses | 30 | |
| 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: 36 | ||
| EDU 1003 | Theories of Child Development | 3 |
| EDU 1313 | Health, Safety and Nutrition in Early Childhood | 3 |
| EDU 1503 | Theories of Learning | 3 |
| EDU 1713 | Arabic First Language Acquisition: Principles and Pedagogy | 3 |
| EDU 2303 | Second Language Acquisition: Principles and Pedagogy | 3 |
| EDU 3033 | Advanced Academic English for Pre-Service Teachers | 3 |
| EDU 3803 | Inclusive Strategies and Intervention for Early Childhood | 3 |
| EDU 4003 | Research Methods and Reflective Practice in Early Childhood | 3 |
| EDU 4033 | Global Education and Instructional Leadership | 3 |
| EDU 4203 | Integrated Curriculum Mapping and Planning | 3 |
| EDU 4503 | Capstone Research Project | 3 |
| EDU 4603 | Teacher Licensure and Employment Preparation | 3 |
| Education Practicum Courses | ||
| Required Credits: 21 | ||
| EPC 1903 | Practicum 1 | 3 |
| EPC 2903 | Practicum 2 | 3 |
| EPC 3403 | Practicum 3a | 3 |
| EPC 3903 | Practicum 3b | 3 |
| EPC 4403 | Practicum 4a | 3 |
| EPC 4906 | Practicum 4b (Internship) | 6 |
| Early Childhood Courses | ||
| Required Credits: 30 | ||
| ECE 2203 | Learning through the Creative Arts | 3 |
| ECE 2223 | Arabic Language, Literacy and Cognition through Story-telling | 3 |
| ECE 2403 | Teaching Mathematics in Early Childhood | 3 |
| ECE 2503 | Approaches to Teaching and Learning for the Early Childhood Curriculum | 3 |
| ECE 3003 | Literacies in Early Childhood | 3 |
| ECE 3103 | Foundations of Early Childhood Special Education | 3 |
| ECE 3203 | Learning through Literature | 3 |
| ECE 3213 | Teaching Science in Early Childhood | 3 |
| ECE 3503 | Assessment in Early Childhood | 3 |
| ECE 3703 | Building Learning Communities in Early Childhood | 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 | |
| AES 1033 | Islamic Culture * | 3 |
| EDU 1003 | Theories of Child Development | 3 |
| EDU 1313 | Health, Safety and Nutrition in Early Childhood | 3 |
| LSM 1123 | Quantitative Reasoning | 3 |
| LSS 1003 | Life and Future Skills | 3 |
| Credit Hours | 15 | |
| Semester 2 | ||
| EDU 1503 | Theories of Learning | 3 |
| EDU 1713 | Arabic First Language Acquisition: Principles and Pedagogy * | 3 |
| EPC 1903 | Practicum 1 * | 3 |
| LSC 1103 | Professional Communication and Reporting | 3 |
| LSS 1123 | Basic Research Methods | 3 |
| Credit Hours | 15 | |
| Year 2 | ||
| Semester 3 | ||
| AES 1013 | Arabic Communications * | 3 |
| ECE 2123 | Fundamentals of Mathematics and Science in Early Childhood | 3 |
| ECE 2203 | Learning through the Creative Arts | 3 |
| EDU 2303 | Second Language Acquisition: Principles and Pedagogy | 3 |
| LSC 2193 | Applied Skills Capstone | 3 |
| OR | ||
| LSC 2223 Future Skills Capstone | ||
| Credit Hours | 15 | |
| Semester 4 | ||
| AES 1003 | Emirati Studies * | 3 |
| ECE 2223 | Arabic Language, Literacy and Cognition through Story-telling * | 3 |
| ECE 2403 | Teaching Mathematics in Early Childhood | 3 |
| ECE 2503 | Approaches to Teaching and Learning for the Early Childhood Curriculum | 3 |
| EPC 2903 | Practicum 2 | 3 |
| Credit Hours | 15 | |
| Year 3 | ||
| Semester 5 | ||
| ECE 3003 | Literacies in Early Childhood | 3 |
| ECE 3103 | Foundations of Early Childhood Special Education * | 3 |
| ECE 3203 | Learning through Literature | 3 |
| ECE 3213 | Teaching Science in Early Childhood | 3 |
| EPC 3403 | Practicum 3a | 3 |
| ICT 2013 | Computational Thinking and Coding | 3 |
| Credit Hours | 18 | |
| Semester 6 | ||
| BUS 2403 | Innovation and Entrepreneurship | 3 |
| ECE 3503 | Assessment in Early Childhood | 3 |
| ECE 3703 | Building Learning Communities in Early Childhood * | 3 |
| EDU 3033 | Advanced Academic English for Pre-Service Teachers | 3 |
| EDU 3803 | Inclusive Strategies and Intervention for Early Childhood | 3 |
| EPC 3903 | Practicum 3b | 3 |
| Credit Hours | 18 | |
| Year 4 | ||
| Semester 7 | ||
| EDU 4003 | Research Methods and Reflective Practice in Early Childhood | 3 |
| EDU 4033 | Global Education and Instructional Leadership | 3 |
| EDU 4203 | Integrated Curriculum Mapping and Planning | 3 |
| EPC 4403 | Practicum 4a | 3 |
| Credit Hours | 12 | |
| Semester 8 | ||
| EDU 4503 | Capstone Research Project | 3 |
| EDU 4603 | Teacher Licensure and Employment Preparation | 3 |
| EPC 4906 | Practicum 4b (Internship) | 6 |
| Credit Hours | 12 | |
| 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, PhD (Management, Leadership and Policy), The British University in Dubai, UAE
Aisha Mohamed Zayed Khalifa Al Teneiji, Master of Science (Instructional Technology), New York Institute of Technology, UAE
Aisha Saif Sultan Saeed Mukassah Al Samahi, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Allan Mutambo, Doctor of Education (Special and Inclusive Education), University of South Africa, South Africa.
Amal Ali Obaid Ali Al Mehnah Yammahi, Master of Science (Instructional Technology), New York Institute of Technology, UAE
Amnah Humaid Ali Khalfan Al Kindi, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Amnah Mobarak Obaid Mobarak Salem Al Hmoudi, Master of Education (Information and Communication Technology), The British University in Dubai, UAE
Aysha AlShamsi, PhD (Language and Literacy Education), United Arab Emirates University, UAE
Basel Badran, Master of Education (Information and Communications Technology), The British University in Dubai/University of Birmingham, UAE/UK
Binod Gurung, PhD (Curriculum and Instruction), New Mexico State University, USA
Cheantel Adams, PhD (Educational Leadership), Prairie View A&M University, USA
Dean Vanvelzer, PhD (Leadership in Post-Secondary Contexts), University of Calgary, Canada
Ebtesam Al Zahmi, Master of Science (Instructional Technology), New York Institute of Technology, UAE
Elizabeth Taylor, Master of Arts (Education), Liverpool Hope University, UK
Fatema Al Awadhi, Master of Education (Teaching English to Speakers of Other Languages), The British University in Dubai, UAE
Fatema Al Mansoori, Master of Education (Teaching English to Speakers of Other Languages), The British University in Dubai, UAE
Hamda Faraj Marzooq Abdulla, Master of Education (Educational Management and Leadership Policy), Higher Colleges of Technology, UAE
Huda Abdulla Mohamed Abdulla Al Blooshi, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Jacqueline Lottin, PhD (Education), University of Glasgow, UK
Kesha Oliver, Master of Education (Administration and Supervision), University of Houston, USA
Khadija Mohammed Saleh Ali Al Jasmi, Master of Education (Educational Studies), Higher Colleges of Technology, UAE
Lavinia Tamarua, PhD (Education), The University of Auckland, New Zealand
Maitha AlMarri, Master of Science (Teaching and Learning), Zayed University in Abu Dhabi, UAE.
Martha Banfa, PhD (Curriculum Development and Evaluation), University of Nottingham, UK
Marwa Eltanahy, PhD (Management and Leadership), The British University in Dubai, UAE
Maryam Saeed Majed Mohammed Al Shamsi, Master of Science (Instructional Technology), New York Institute of Technology, UAE
Muna Mohammed Ali Khuzam Al Suwaidi, Master of Education (Management Leadership and Policy), The British University in Dubai, UAE
Nadya Moosa Abdulla Ali, Master of Science (Instructional Technology), New York Institute of Technology, UAE
Neil Satoquia, PhD (Language Education), University of the Philippines, Philippines
Osama Taani, PhD (Mathematics), New Mexico State University, USA
Paul Leslie, PhD (Educational Sciences), Vries University Brussels, Belgium.
Philip Quirke, PhD (Teacher Education), Aston University, UK
Priti Verma, PhD (Child Development), CCS Haryana Agricultural University, India
Robin Ogdol, Master of Science (Mathematics), De La Salle University, Philippines
Sahbi Hidri, PhD (Applied Linguistics), Higher Institute of Language of Tunis, Tunisia.
Sameirah Mohamed Rashed Ali Al Abdouli, Master of Education (Management and Policy), Higher Colleges of Technology, UAE
Sarah Hyde, Master of Education (Applied Linguistics), The Open University, UK
Slim Khemakhem, PhD (Applied Linguistics), University of the West of England, UK
Tania El Aghar, EdD (Teaching and Learning), University of Leicester, UK