Hibernia College’s Professional Diploma in Education (previously the H.Dip. in Arts in Post Primary Education*) was established to encourage a broader range of people to consider teaching as a profession by providing a more flexible route to becoming a fully qualified post primary school teacher.
The design of the programme, blending online and face-to-face tuition, is ideal for those who want to continue working while studying for their teaching qualification. The programme is also ideal for anyone who does not have easy access to one of the traditional education providers or who doesn’t have time to spend commuting to and from lectures daily.
The programme is accredited for the following 13 teaching subjects: Gaeilge, English, Modern Languages, History, Geography, CSPE, Mathematics, Physics, Chemistry, Biology, Accounting, Business and Economics. The College reserves the right, based on applicant demand, to not offer every subject at every programme start date. Any application fees paid for programmes that are subsequently not offered will be refunded.
The programme results in a HETAC Level 8 award and is professionally accredited by the Teaching Council. To see a diagram explaining the National Framework of Qualifications, click here.
*Interview times approaching the final closing date of the 31st January 2014 and following this are limited and we strongly recommend that you submit your application on the earliest possible date to guarantee an interview.
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* Notice regarding change of name
Please note that the H.Dip. in Arts in Post Primary Education has been renamed as the Professional Diploma in Education (PDE). This change is in line with the latest directive from the National Qualifications Authority of Ireland (NQAI), and the new award title will be used by all higher education providers of initial post-primary teaching qualifications in the state. It is important to note that the content, recognition and accreditation of the programme remain unchanged. For more information about this change, see the Teaching Council web site.
The programme is accredited for the following 13 teaching subjects: Gaeilge, English, Modern Languages, History, Geography, CSPE, Mathematics, Physics, Chemistry, Biology, Accounting, Business and Economics.
The College reserves the right, based on applicant demand, to not offer every subject at every programme start date. Any application fees paid for programmes which subsequently are not offered will be refunded.
It is the applicant’s responsibility to ascertain whether their specific qualifications are in accord with the Teaching Council requirements, satisfying the general and specific criteria and on their list of degree programmes recognised for post-primary registration purposes.
Applicants are required to have a Level 8 degree, which either:
Applicants who do not have a letter of recognition from the Teaching Council relating to their degree (as described above) must also refer to the subject-specific criteria (post-primary) on the Teaching Council web site to ensure that all general and specific criteria for their subject are met.
In addition to the above, Hibernia College requires all applicants to possess:
Note 1: Applicants who are unsure of the level of their primary degree should contact the conferring college or university or contact the National Qualifications Authority of Ireland at www.nqai.ie.
Note 2: Hibernia College is in no way responsible for the assessment of qualifications for the purpose of registration. While we will make every effort at the time of application to notify applicants if we believe there may be a concern with their qualification, the fact that they are accepted on to the Professional Diploma does not mean their degree will be recognised for entry on to the Register of Teachers by the Teaching Council. Hibernia College will not be held responsible if a graduate of the Professional Diploma is refused admission to the Register of Teachers on the basis of an erroneous declaration at the point of application and admission to the programme.
Note 3: There are no concessions for mature students. All applicants must meet the same minimum entry requirements to be considered for admission to the programme, and all applicants who meet those requirements will be called for interview.
Note 4: All students entering the programme will be subject to Garda vetting. Students successful in securing an offer of a place on the programme will be advised that all offers are subject to a satisfactory Garda vetting.
Hibernia College’s Professional Diploma in Education is a 60-credit programme taking place over two academic years.
The programme is delivered using a blend of online and on-site face-to-face tuition. Approximately 45% of the programme is delivered online. The following is a breakdown of the time requirements of each element of the course:
Assessment is performed through a combination of exams and continuous assessment as well as assessment of the school experience, which includes assessed observation of the student teacher.
The Professional Diploma in Education consists of four core modules:
This module covers the history of education, philosophy of education, sociology of education, psychology of education and psychology of adolescence.
Each student teacher will study two recognised post-primary subjects that were taken as a major component of their degree programme as per Teaching Council regulations.
The programme offers up to 13 teaching subjects: Gaeilge, English, Modern Languages, History, Geography, CSPE, Mathematics, Physics, Chemistry, Biology, Accounting, Business and Economics.
Any student who has only studied one subject at degree level or does not have a second subject recognised by the Teaching Council for the purpose of registration as a post-primary teacher will also be required to undertake a second curriculum methodology. In such cases, suitability to study the second subject methodology as part of the Professional Diploma will be assessed by the Programme Director during the admissions stage.
This module is at the heart of the Professional Diploma in Education. It includes 1 week of full-time teacher and classroom observation and 14 weeks of full-time teaching practice (in blocks of 4 weeks, 5 weeks and 5 weeks). It is recommended that teaching practice be undertaken in at least two different schools. Note that students will be expected to secure their own school placements.
This module sets out to extend understanding of the school organisation beyond the traditional elements of teaching and learning to include new school programmes such as the Leaving Certificate Applied (LCA), Leaving Certificate Vocational Programme (LCVP), Junior Certificate Schools Programme (JCSP), Transition Year (TY) and Social, Personal and Health Education (SPHE).
On successful completion of the programme, students will:
• Have developed the skills and competencies to educate the young people in their care in a social-emotional learning environment
• Have the professional knowledge, understanding and pedagogical skills required to be a competent post-primary teacher in a constantly changing, turbulent and complex society
• Be equipped with the theoretical and conceptual tools necessary for developing creative and flexible approaches to teaching and enabling students to address the potentially complex and manifold educational needs of a diverse pupil population
• Develop multifarious skills in collegiality, teamwork and whole-school planning and development
• Possess an in-depth understanding of the ethical and legal obligations of the teacher
• Support the ethos of the school
• Exercise a duty of care and a pastoral role in their professional lives
• Predict and plan for curricular delivery in a second-level school
• Analyse how schools plan their work, and apply their own subject area to this work
• Evaluate and judge different school-based situations in relation to the law
• Facilitate new programmes and out-of-classroom activities
• Evaluate and support the learning needs of students with any learning difficulties
• Possess the confidence and competence to teach their subject in a range of different programmes and to a range of different levels
• Have a firm grasp of the concepts and theories of the foundation subjects of psychology, philosophy, sociology and history and the relevance of these to modern-day post-primary teaching
• Have familiarity with and confidence in using appropriate teaching strategies to incorporate information and communication technology (ICT) into their teaching and the skills to support learners in the use of ICT
• Acknowledge the complexity of adolescence and have particular cognisance of the adolescent in the post-primary school, paying special attention to equipping the teacher with a diverse suite of skills
• Have developed a high level of competence in lesson preparation, teaching skills, evaluation capabilities as well as furthering their professional command of curricula and their integrated delivery through the undertaking of a minimum of 15 weeks of mandatory school experience and professional practice
• Have a critical understanding of the importance of assessment and the current issues in this area (In addition, students will study the variety of assessment methods that are available to them and the merits and challenges of these for a diverse pupil population.)
• Have an in-depth knowledge and understanding of the second-level system incorporating, among other things, school structures and planning, legal and ethical imperatives, and education for the marginalised
• Have an appreciation of the importance and the place of educational research and possess an initial set of skills to undertake such research
• Have an in-depth understanding that initial teacher education is but a starting point in professional and personal development and lifelong learning
• Learn in a dynamic technologically driven environment that will equip them to take this forward into the secondary school
• Learn to explore their own self-awareness, self-control and emotional intelligence
• Emerge as modern professionals with an understanding of the potential and ongoing issues in second-level education
The programme is accredited for the following 13 teaching subjects:
Each student teacher will study recognised post-primary subjects that were taken as a major component of their degree programme as per Teaching Council regulations (general and special requirements for teachers of recognised subjects in mainstream post-primary education).
In accordance with the Teaching Council regulations, students can be registered with the Teaching Council in one or more subjects based on the recognition of their undergraduate degree for the purpose of registration as a post-primary teacher. Students should choose their registerable subjects as the methodologies they will undertake.
Any student who has only studied one subject at degree level or does not have a second subject recognised by the Teaching Council for the purpose of registration as a post-primary teacher will also be required to undertake a second curriculum methodology. In such cases, suitability to study the second subject methodology as part of the programme will be assessed by the Programme Director during the admissions stage.
In some cases, substantial work experience and/or alternative study (for example, at Master’s degree level) in a second subject may enable the student to choose this subject as a second methodology. Note that evidence of experiential learning to demonstrate subject knowledge and competence may be required and that such claims will be assessed on an individual basis. Experiential evidence provided must be validated by the school principal or head of department as appropriate.
All students are required to study a second methodology. Students can only register with the Teaching Council as a teacher of this second subject if their degree satisfies the Teaching Council’s recognition requirements for this subject.
Please note the Modern Languages content is general methodologies. However, applicants will need to secure a teaching placement in the language class selected. Currently, we are offering Spanish, French, German, Italian and Japanese.
Please note that the following dates for the Spring 2014 cohort are provisional and subject to change:
|March 2014||Induction (Dublin)|
|November 2014||School observation – one week|
|January 2015||Professional practice – four weeks|
|September 2015||Professional practice – five weeks|
|January 2016||Professional practice – five weeks|
|March 2016||Course ends|
|October – November 2016||Graduation (Dublin)|
Melanie is a graduate of the University of Limerick where she qualified as a post-primary teacher of Gaeilge and Physical Education. She taught Gaeilge and Physical Education for 12 years during which time she acted as an assistant written examiner and oral examiner in Gaeilge at Junior and Leaving Certificate level. She worked as a Junior Certificate Schools Programme Co-ordinator and as a School Completion Co-ordinator before being seconded into the role of Education Co-ordinator (DES) at Wexford Area Partnership and subsequently Wexford Local Development.
She has worked at local, national and international levels coordinating, designing, developing and evaluating education programmes in primary, post-primary, third-level and adult education and has extensive experience of working on programmes focusing on educational disadvantage. She has lectured at Wexford Campus, Carlow IT in Research Methods where she had responsibility for thesis supervision for undergraduate students.
Melanie holds a Master’s degree in Health Education Promotion from Waterford Institute of Technology, and she is currently completing her PhD in Education in Trinity College Dublin. Her doctoral research work is a sociological study focusing on the impact of family cultures on educational attainment in post-primary education.
Her research interests are in the areas of family and school cultural capital and life chances, learning styles and online educational provision. She has presented papers at national and international research conferences and has a number of publications in various education and physical activity journals.
Programmatic Review 2013/2014
Based on directives from the Teaching Council to all colleges of education, Hibernia College has commenced a process of re-conceptualising and re-structuring of the PDE programme. Changes that are likely to be introduced include increasing ECTS credits from 60 to 120, a longer period of in-school experience (provisionally 24 weeks, increased from 15) and new subject knowledge enhancement modules. The alterations to the format will be introduced over time. Each of these changes will result in an increase in the cost of programme delivery. Accordingly, the programme fees will increase to €9950 from the Autumn 2013 intake.
The new programme is likely to be fully implemented from the Autumn 2014 intake.
The PPSPP is a partnership between Irish post-primary schools and Hibernia College. It aims to create a positive, supportive and progressive learning and practice environment for graduate student teachers (GSTs) on teaching placements in schools. Hibernia College students must complete three blocks of school experience/professional practice of four, five and five weeks duration as part of their Professional Diploma in Education programme. This module is the cornerstone of the programme when students are afforded an opportunity to engage in Teaching Practice in two subject areas and acquire the teaching skills and competencies required to fully participate in all aspects of post-primary school life.
Participation in the Post Primary School Partnership Programme will provide access to a range of benefits and professional development opportunities for schools, mentors and other school staff.
If you have a question that isn’t answered on this website, you can
This is a part-time course so, in theory, you can be in full-time employment. However, there is a sizeable time commitment including 14 weeks of full-time on-site professional practice.
No. It is not a requirement to have prior teaching experience to be eligible to apply for this course.
There are two intakes per year, in the spring and autumn (usually March and October).
No. All applicants must meet the same minimum entry requirements to be considered for admission to the programme and all applicants who meet those requirements will be called for interview.
Currently, it takes 6 to 8 weeks from receipt of application to interview. Each applicant receives an e-mail to acknowledge receipt of their application and will then be contacted by phone to arrange their interview. All interviews take place at Hibernia College, 2 Clare Street, Dublin 2. The Admissions Office will endeavour to give applicants at least one week notice prior to their interview.
If you are unsure of the level of your primary degree, you should contact the conferring college or university, or contact the awarding body or the National Qualifications Authority of Ireland at www.nqai.ie.
No, not for application to this course. However, prior learning and experience may be taken into account when assessing suitability for the second subject methodology.
The live online tutorials generally take place on weekdays from 6-8 pm
No. There is no upper age limit.
No. However, if a candidate is unsuccessful on three occasions, the College will not accept further applications for a period of 12 months. Each subsequent unsuccessful application will also result in further applications not being accepted for a further period of 12 months.
You will be expected to demonstrate your interest in the teaching field and your competence in your chosen subject area.
Applicants should refer to the Teaching Council’s curricular subject criteria and the list of degree/teacher education programmes recognised for post-primary registration purposes.
This list details the institution of study, awarding body/institution, title of the award and any specific requirements attached to it. It also confirms the subject this qualifies the degree holder to teach subject to the general and specific criteria being met. It is essential that all details of the degree match what is outlined on the curricular subject criteria document and the Teaching Council list. Any queries in relation to this should be directed to the Teaching Council.
Any applicant who either
• has a degree which does not appear on this list or does not satisfy the general and specific criteria requirements
• does not have a letter of recognition from the DES or the Teaching Council
may apply to have their degree assessed by the Teaching Council. To do this, applicants should refer to form PPQA-01 on the Teaching Council website.
Any queries in respect of qualification recognition or assessment should be directed to the Teaching Council. Applicants are advised not to apply for this programme until such a time as they can confirm their degree is recognised by the Teaching Council for the purpose of registering as a teacher. All applications failing to satisfy this requirement will be rejected.