Target your study towards your area of professional expertise.
Students are required to complete 180 points of taught papers, a research methods paper (30 points) and at least 30 points of research.
Complete coursework at a pace that suits you – part-time while you work, or full-time over one calendar year.
- Our world renowned staff are active researchers who are known internationally as leaders in their specialist areas. Find out more about our staff.
- Choose to focus your study on one of the following subjects below as a programme of study or three specialisations (listed below). Alternatively, create your own programme of study by combining papers from Te Kura Toi Tangata Faculty of Education, or include a paper from another faculty (subject to Postgraduate Leaders approval).
Programmes of study for MEd
- Arts Education
- Education Studies
- Human Development
- Language and literacy education
- Mathematics education
- Science, Technology and Environmental Education
- STEM Education
- Global Studies in Education
- Professional Learning
This qualification can also be studied at the University of Waikato Tauranga.
|Study Locations||Hamilton; Tauranga|
|Faculty||Te Kura Toi Tangata Faculty of Education|
|Start Dates||Semester A (February) and Semester B (July)|
|Domestic Fees||$7,044-$7,588 per year|
|International Fees||$27,825 per year|
|Tuition fees shown above are indicative only and may change. There are additional fees and charges related to enrolment - please see the Table of Fees and Charges for more information. You will be sent an enrolment agreement which will confirm your fees.|
Scholarships and prizes
Visit our Scholarship Finder for information about possible scholarships
Admission and enrolment
Admission normally requires a bachelor's degree with at least a B average and teaching qualification.
Note: Transfers from PGDips and Hons programmes on to 180-point masters are possible prior to formal completion of the PGDips and Hons qualifications in Education.
Teachers of STEM subjects (science, technology, environmental education and maths) can develop their teaching approach to their specialised subject and complete an evidence-based enquiry research project, based on a topic of interest. This requires at least 60 points from required papers, a research methods paper (30 points) and one other 30 point paper.
Global Studies in Education
For those who are not classroom teachers but are interested in philosophical aspects of education, you can explore and research educational dimensions in global processes.
Themes include; interconnectivity, intercultural education, the dialogue on the model of open science, open education and open knowledge production. It builds upon the traditions of comparative and international education programmes, It includes but is not limited to the following innovative areas:
- new media and popular cultures
- the new global ecologies of learning
- open education
- global citizenship and education
This MEd specialisation requires the completion of six papers (30 points each) or equivalent 180 points (500 level), including required and optional papers and a research project or thesis.
For educators who facilitate and support other practitioners' development, this programme is designed to support and recognise your professional development service.
The programme focuses on the theory and practice of in-service professional learning and is ideal for mid-career educators with at least five years experience.
Graduates have strong analytical and independent research skills and at times, have their research published.
Te Kura Toi Tangata Faculty of Education
Postgraduate Administrator Tracey Rowan
Phone: (+64) 7 838 4466 Ext: 7721
Choose one from:
DSOE557 Research Methods, OR
PCSS502 Kaupapa Māori Research
And at least one from:
DSOE590 Directed Study
DSOE593 Education Thesis
DSOE594 Education Thesis
Choose remaining from:
|ALED501 Literacy Education: Approaches and Perspectives||HDCO546 Conflict Resolution: Restorative Approaches||PROF507 Developing Educational Leadership: Coaching and Mentoring|
|ALED502 Critical Literacy in Curriculum||HDCO547 Counselling Supervision||PROF508 Developing Effective Principalship|
|ALED503 Bilingual and Multilingual Education: Classroom Practice and Policy Directions||HDCO548 Supervision Practice||PROF509 Educational Leadership: Advanced Coaching and Mentoring|
|ALED504 Reading Difficulties||HDCO549 Counselling and Contexts||PROF510 Assessment as Pedagogy in the Early Years: Narrative Approaches|
|ALED507 Second Language Learners and Learning in Mainstream Classrooms||HDCO551 Special Topic: Whānau and Narrative Practices||PROF513 Early Intervention for Children with Special Needs|
|ALED508 Adult Literacy at Work||HDCO560 Advanced Relationship and Family Counselling 1||PROF516 ICT and Multi Literacies in the Early Years|
|ALED509 Literacy and Technology: Implications for Education||HDCO561 Advanced Relationship and Family Counselling 2||PROF518 Teaching and Learning Years 7-10|
|ALED510 Contemporary Themes in Arts Education||HDCO565 Restorative Practices in Education||PROF521 Digital Technologies in the Classroom: New pedagogies, New Practices|
|ALED512 Orff Music Education: Theory and Practice 1||HDCO590 Directed Study||PROF522 the Professional Practice of eTeaching|
|ALED513 Orff Music Education: Theory and Practice 2||HDCO591 Dissertation||PROF523 the Development of Te Kotahitanga|
|ALED515 Drama as Pedagogy: the Mantle of the Expert||HDCO592 Dissertation||PROF524 Learning and Leadership in the Communication Age|
|ALED516 Family and Community Literacies: Theories, Practices and Programmes||HDCO593 Human Development Thesis||PROF525 eLearning Policy to Practice in the New Zealand Context|
|ALED520 Literacy, Cognition and Neuroscience||HDCO594 Human Development Thesis||PROF531 Tertiary Teaching: Research and Development|
|ALED521 Approaches to Academic Literacy||MBED501 Matauranga Reo Māori||PROF532 the Professional Practice of Tertiary Teaching|
|ALED522 Best Practice in the Writing Classroom||MBED502 Tirohanga Whakahaere||PROF533 Engaging Families & Communities in Early Years Programmes: Collaborative & Cultural Inquiry Approaches|
|ALED523 Approaches to Teaching Literature in the Primary and Secondary Classroom||MBED503 Te Whakaora Reo: Mātauranga Rūmaki||PROF540 Professional Learning and Development|
|ALED524 Language Knowledge for Teachers and Learners||MKTG556 Marketing Through the Sports Media||PROF541 Using Evidence for Effective Practice|
|ALED525 the Context of Adult Literacy and Numeracy Learning||MSTE501 Mathematics Education||PROF551 Special Topic|
|ALED551 Special Topic: Children’s Literature and Educational Contexts||MSTE502 Acquiring Numeracy: How Thinking Develops||PROF580 Professional Education Seminar|
|ALED590 Directed Study||MSTE503 Numeracy in the Classroom: Issues and Practice||PROF590 Directed Study|
|ALED592 Dissertation||MSTE504 Numeracy Difficulties: Issues and Practice||PROF592 Dissertation|
|DSOE510 Special Topic||MSTE590 Directed Study||PROF593 Thesis|
|DSOE515 Special Topic||MSTE592 Dissertation||PROF594 Thesis|
|DSOE556 Research Methods for Teachers||PCSS502 Kaupapa Māori Research||SPLS501 Researching Sport and Leisure|
|DSOE557 Research Methods||PCSS503 Indigenous and Post-Colonial Perspectives in Education||SPLS502 Sport, Fitness & Health: Science in Practice|
|DSOE590 Directed Study||PCSS506 Contemporary Perspectives in Social Sciences Education||SPLS503 Education Outdoors|
|DSOE592 Dissertation||PCSS507 Global Citizenship and International Development Education||SPLS504 Sport and Communities|
|DSOE593 Education Thesis||PCSS508 Educational Policy||SPLS505 Youth Culture and Sport|
|DSOE594 Education Thesis||PCSS511 Curriculum Policy and Possibilities||SPLS507 Sporting Bodies and Movement Culture|
|GEOG504 Geographies of Education||PCSS513 Philosophy of Education||SPLS508 Health and Physical Education in Schools|
|HDCO501 Ageing and Society||PCSS514 Foucault, Education and the Self||SPLS520 Special Topic|
|HDCO502 Educational Transitions: Changing Roles and Changing Contexts||PCSS530 Issues in Adult and Tertiary Education||SPLS590 Directed Study|
|HDCO503 Young People in Contemporary New Zealand Society||PCSS587 Globalisation, Cultures, Identities and Education||SPLS592 Dissertation|
|HDCO504 Difference and Diversity in Human Development||PCSS588 Global Education and the Openness Revolution||SPLS593 Sport and Leisure Studies Thesis|
|HDCO510 Innovations in Teaching||PCSS589 Global Processes, Education and New Media Cultures||SPLS594 Sport and Leisure Studies Thesis|
|HDCO515 Developmental Issues in Early Adolescence||PCSS591 Dissertation||STER508 Science Education|
|HDCO521 Contemporary Issues in Disability and Inclusion Studies||PCSS592 Dissertation||STER511 Technology Education|
|HDCO522 Project in Disability and Inclusion Studies||PCSS593 Education Studies Thesis||STER512 Innovations in Science, Technology or Environmental Education|
|HDCO524 Intelligence, Creativity and the Development of Talent||PCSS594 Education Studies Thesis||STER513 Environmental and Sustainability Education|
|HDCO540 Working with Groups||PROF500 Educational Leadership: Organisational Development||STER590 Directed Study|
|HDCO541 Counselling Skills||PROF502 Educational Leadership: Issues and Perspectives||STER592 Dissertation|
|HDCO542 Counselling Practicum||PROF503 The Practices of Teaching||STER593 Science and Technology Education Thesis|
|HDCO543 Counselling Young People and Families||PROF504 Educational Leadership: Inquiry in Organisations and Communities||STER594 Science and Technology Education Thesis|
|HDCO544 Discourse and Counselling Psychologies||PROF505 Educational Leadership for Social Justice|
|HDCO545 Professional Practice of Counselling||PROF506 Educational Assessment|