- Future Students
- Current Students
- Programs
- Programs of Study
- Undergraduate Studies
- Bachelor of General Studies
- Bachelor of Education as a Second Degree
- Minors
- Counselling and Human Development Minor
- Curriculum and Instruction Minor
- Early Learning Minor
- Educational Psychology Minor
- Learning and Developmental Disabilities Minor
- Social Justice in Education Minor
- Elementary Generalist Minor
- Environmental Education Minor
- French Education Minor
- Physical and Health Education Minor
- Secondary Mathematics Education Minor
- Secondary Teaching Minor
- Certificates
- Courses
- Teacher Education
- Professional Diplomas
- Graduate Studies
- Masters Programs
- MA, MEd in Arts Education
- MA, MEd in Counselling Psychology
- MA, MEd in Curriculum & Instruction: Educational Theory and Practice
- MA, MEd in Curriculum & Instruction: Equity Studies in Education
- MA, MEd dans Curriculum & Instruction: l'茅ducation en fran莽ais en contextes de diversit茅 (campus de 大象传媒)
- MA, MEd in Educational Psychology
- MA, MEd in Educational Technology & Learning Design
- MA, MEd in Teaching English as an Additional Language
- MEd in Curriculum & Instruction: Children鈥檚 and Young Adult Literature
- MEd in Curriculum & Instruction: Contemplative Inquiry & Approaches in Education
- MEd in Curriculum & Instruction: Digital and New Media Literacies
- MEd in Curriculum & Instruction: Ecological Education
- M.脡d. dans Curriculum & Instruction: Enseigner et apprendre en fran莽ais: plurilinguismes, francophonies et 茅ducation
- MEd in Curriculum & Instruction: Imagination in Teaching, Schooling and Place
- MEd in Curriculum & Instruction: Innovations in Mathematics Education
- MEd in Curriculum & Instruction: Place- and Nature-Based Experiential Learning
- MEd in Curriculum & Instruction: Post-Secondary
- MEd in Curriculum & Instruction: Science Education and Communication
- MEd in Educational Leadership: Expanding Possibilities in K-12 Education
- MEd in Educational Leadership: Post-Secondary (Surrey)
- MEd in Educational Practice
- MEd in Educational Practice: Indigenous Pedagogy and Indigenous Inquiry
- MEd in Educational Practice: Practitioner Inquiry
- MEd in Teaching Languages in Global Contexts
- MSc, MEd in Secondary Mathematics Education
- Doctoral Programs
- EdD in Educational Leadership: Leading for Educational Change in the Yukon
- PhD in Arts Education
- PhD in Educational Psychology
- PhD in Educational Technology & Learning Design
- PhD in Educational Theory and Practice: Curriculum and Pedagogy Stream
- PhD in Educational Theory and Practice: Philosophy of Education Stream
- PhD in Languages, Cultures and Literacies
- PhD en langues, cultures et litt茅raties
- PhD in Mathematics Education
- Areas of Study
- Program Comparision
- Masters Programs
- Programs in French
- Faculty & Research
- Indigeneity
- Community
- About
- News & Events
- Support Us
- Instructor & Staff Resources
- Work With Us
- Contact
Master of Education
MEd in Educational Practice: Practitioner Inquiry
Built on the foundations of the Graduate Diploma in Education (GDE), the re-envisioned two-year Master of Education in Educational Practice: Practitioner Inquiry is designed to meet the needs of classroom teachers seeking professional growth through explorations into their practice.
NOTE: Completion of a Graduate Diploma in Education (GDE) is NOT a requirement for this program.
Method of delivery: Online/blended
Applications open: October 1, 2024
Applications close: February 28, 2025 (deadline extended)
Next start date: September 2025
Estimated Tuition Fee: $2,192.49 per term
Location: Burnaby campus, online
Through fulsome consultation with university faculty, classroom teachers and district staff, this program has been specially designed to provide opportunities for personal and pedagogical transformations within a community of learners that engage deeply with one another in scholarly learning while gaining practical tools that are applicable to daily classroom practice.
This program is ideal for:
K-12 teachers/administrators eager to pursue inquiry into their classroom practice.
- Early career teachers wanting to build a strong foundation for their practice that is anchored in theory and supported by a community of learners
- Experienced teachers wanting to reinvigorate their practice by adding to their current skillset
- Administrators and district leaders wanting to broaden understandings of education from multiple perspectives
*Students may be eligible for a TQS category upgrade upon successful completion of the program.
*GDE graduates seeking the MEd EP credential can find more information here.
NOTE: This program is intended for Canadian working professionals employed in the field of education throughout the program. Therefore, it may not be suitable for international students. See resources for international students.
Program Structure
- 2 years
- Synchronous Online and Blended Cohorts
- Online Cohort: online synchronous meetings.
Classes meet online each Tuesday evening, normally from 4:30 - 9:30 pm - Hybrid/Blended Cohort: classes meet 5 to 6 times per term on Friday evenings (synchronous online) and Saturdays (大象传媒 Burnaby campus)
- Online Cohort: online synchronous meetings.
Intake Schedule
The MEd in Educational Practice: Practitioner Inquiry is typically offered every two years.
Next Start Terms
Fall 2025
Further Studies
Explore our wide variety of doctoral programs and continue your educational journey. See what is offered in your area of interest.
Program Design
The MEd EP: PI provides opportunities for students to broaden and deepen their understandings of educational theory, research and practice. This program is designed to support students to:
- Situate themselves as educators within educational theories and practices
- Develop understanding and capacities related to teacher-inquiry
- Undertake inquiry in educational practice
- Synthesize and represent their learning to a community of practitioner-inquirers through a Comprehensive Exam (a written paper and summative presentation)
EDUC 718-5 LANDSCAPES OF PRACTITIONER INQUIRY
Explores the landscapes of practitioner inquiry, including its histories, affiliated paradigms and approaches, as well as ethical considerations.
EDUC 816-5: Developing Educational Programs and Practices for Diverse Educational Settings
Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings.
EDUC 904-5: Fieldwork III
This course is designed to guide the process of inquiry development within a professional context.
EDUC 820-5: Current Issues in Curriculum and Pedagogy
Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.
EDUC 807-5: Inquiry into Practice
Building on the philosophical and methodological foundations developed in the previous term. This course supports students in engaging in ethical inquiry practices within their specific professional contexts. Participants will undertake an inquiry project during the term, engaging in spirals of action and reflection, to extend, enrich and theorize professional practice. As a community of inquirers, we will critically and creatively investigate our practice as teachers, re-imagine teaching and learning relationships, and reconfigure lives in schools.
EDUC 811-5: Field Work I & MEd Comprehensive Exam & Capstone
The goal of this course is to support students in explicating, synthesizing, interpreting, and evaluating their key learnings in the Master of Educational Practice: Practitioner Inquiry Program. Through dialogue, writing, and arts-based practices, students will explore what they have learned through conducting their inquiries, engaging with theory, exploring their autobiographies, and examining critical moments in their journey. They will work towards crystallizing their learning and deepening their understanding of their practice as educators. This inquiry project will form the basis of the comprehensive examination to follow.
EDUC 888-7: (S/U)
Although formally referred to as the 'Comprehensive Examination,' this is not an 'exam' as such, but a summative presentation by each student of their now-extended understandings of the relationship between theory, practice, and teacher-inquiry. There will be two components: (1) students will write a paper summarizing their inquiry projects, their understandings, and their further questions; and, (2) they will present their work to a community of inquirers consisting of cohort colleagues and instructors.
Note: Program courses and order of delivery subject to change.
-
Gina Romeo Program Assistant
Community Graduate Programs, MEd Programs 778-782-3628 aps_general_admin@sfu.ca