Study programme code

HTAOM.HT

Head of the Study Programme

Hanna-Liis Kaarlõp

MER study programme code

06

version code

HTAOM/27.HT

School / college

HT - School of Humanities

Study programme title in Est.

Ajaloo ja ühiskonnaõpetuse õpetaja

study programme title in Engl.

Teacher of History and Civic

Language of instruction

Estonian

Study level

Master's studies

ECTS credits

120

Study domain

Education

Study programme group

teacher training and educational science

Study programme subgroup

Teacher training with subject specialisation

Nominal study period (in semesters)

4

Access conditions

Bachelor´s Degree, Diploma of Professional Higher Education or a corresponding qualification. show more...
Admission is based on the results of the entrance exam. Minimum level of proficiency of the Estonian language at B2 level according to the European Framework of Reference for Languages. The minimum level of proficiency of the English language at B1 level according to the European Framework of Reference for Languages.

Degrees conferred

haridusteaduse magister (ajaloo ja ühiskonnaõpetuse õpetaja)

Study programme aims and objectives

To develop graduates’ competence to work as reflective, research-informed teachers of history and civics who actively develop their professional practice, show more...
possess in-depth knowledge of their subject field, subject didactics, pedagogy and educational psychology, and are able to apply this knowledge in an inclusive and supportive learning environment, the programme fosters collaborative and inquiry-oriented teaching practice and the ability to connect learning with students’ experiences, the community and other contexts of meaning-making. It equips graduates to support students in critically and reflexively engaging with knowledge and interpretations formed in different contexts, relating different perspectives and developing a coherent understanding.

Learning outcomes of the study programme

- analyses and integrates current theoretical and empirical knowledge and developments in educational sciences, show more...
educational psychology, history, civics, general didactics and subject didactics, and applies them in planning, implementing, analysing and developing the learning process, taking into account learners’ development, individual characteristics and needs
- critically analyses disciplinary phenomena, sources, data, interpretations and claims, evaluating their context, perspective, evidential basis and reliability based on epistemic and ethical criteria, and distinguishes between evidence and interpretation, empirical and normative claims, and the political or ideological uses of knowledge
- plans, implements and adapts learner-centred, research-informed and ethical teaching, integrating subject knowledge, didactic approaches and the development of general competences, and taking into account learners’ development, prior knowledge, experiences and interpretive frameworks, as well as linguistic, cultural and social diversity
- applies differentiation and the principles of inclusive education and uses digital and artificial intelligence (AI) tools critically, ethically and responsibly in accordance with learning objectives
- supports the development of learners’ reflexive historical consciousness and historical thinking skills, their ability to integrate knowledge from the wider field of historical culture into coherent understanding, and their research-informed thinking, argumentation, decision-making, democratic participation and agency, using research-informed teaching and assessment methods, formative assessment and learning-supportive feedback to monitor understanding, adapt learning, and promote engagement, deep learning and well-being
- independently and collaboratively solves complex teaching and educational problems, including in situations involving limited or conflicting information, adapting the learning environment, content and tasks where necessary, providing evidence-based justification for professional decisions, and evaluating their potential impact on learners’ learning, development and well-being
- reflectively, systematically and based on research analyses and develops their professional practice, assesses their own and others’ development needs, attends to their professional well-being and sustainability, initiates and leads collaboration with different stakeholders, supports the learning of others, participates in and contributes to professional learning communities, and contributes to the development of the school, the community and the wider educational environment

Graduation requirements

In order to graduate, the student shall complete the study programme in the given volume, show more...
which includes passing all compulsory courses and compiling and defending the Master’s thesis. Students who have not graduated from upper secondary schools where Estonian is the language of instruction, or who have graduated from schools where Estonian is only partly the language of instruction, are required to have Estonian language proficiency at C1 level.