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Professional Masters of Education

Course Details


Available: Full- Time

Duration: 2 Years

Award: Masters

Faculty: Education and Health Sciences

Course Type: Taught

Fees: For Information on Fees, see section below.


Dr Orla McCormack
School of Education
(061) 202760

Brief Description

QS Ranked Top 100 worldwide (School of Education)

This is a two-year full-time course of study designed to enable graduates to become second level teachers. Successful candidates are recognised to teach across a range of areas including second level education, further education and community settings. 


Each discipline also has an individual director, as outlined in the table below: 

Discipline Contact name Details
Business Ger Slattery (061) 202813

Languages Dr Laura Regan (061) 233777

Mathematics Dr Patrick Johnson (061) 202208

Music Jean Downey (061) 213160

Physical Education Dr Antonio Calderon (061) 234722

Science Dr Aishling Flaherty  (061) 234259

Technological Education Dr Diarmaid Lane (061) 213532


Important Dates: The first round of interviews will take place in early March.

The Professional Master of Education is a two-year full-time initial teacher education programme designed to qualify post-primary teachers in the following disciplines:

  • Business (Accounting, Business, Economics) -
  • Languages (French, German, Irish, Japanese, Spanish, English as a second language (ESL can only be taken when studying a language) 
  • Mathematics 
  • Music 
  • Physical Education 
  • Science (Agricultural Science, Biology, Chemistry, Physics) 
  • Technological Education (Engineering, Technology, Construction Studies, Design and Communication Graphics)

 Students who meet Teaching Council requirements may decide to specialise in one or two disciplines as listed above. Please note that a minimum number of students are required before a discipline will run. 


 The aims of the programme are to ensure those successful graduates:

  • Demonstrate knowledge and understanding of the complex nature of education and the education system
  • Display a high level of expertise in relation to their subject area and pedagogical approaches that maximise student development
  • Develop skills in critical thinking, problem-solving, reflection and self-evaluation
  • Use a variety of teaching and learning strategies to cater for a diverse range of learning needs
  • Integrate theories and principles of education in a teaching setting
  • Conduct and apply research in a teaching context
  • Demonstrate a commitment to lifelong personal and professional development using tools such as the professional portfolio and reflective practice
  • Know and uphold the core values and professional commitments, which are set out in the Teaching Council's Code of Professional Conduct for Teachers


Semester 1 Semester 2
  • Becoming a Teacher: Identity and Agency,
  • Understanding Learning
  • Planning for School Placement
  • Pedagogy modules*2
  • School Placement 1
  • Research Methods 1
  • Pedagogy modules *2
Semester 3 Semester 4
  • School Placement 2
  • Research Methods 2
  • Understanding Schools
  • Curriculum Policy and Reform History
  • Policy & Contemporary Issues in Education
  • Research and Practice Portfolio
  • Teacher as Professional Practitioner
  • Reporting Educational Research
  • Pedagogy modules*2

Content of modules can be found by using the search option on the book of modules

Applicants must possess a relevant primary degree at 2.2 honours level or higher (Level 8 - National Qualifications Authority of Ireland or equivalent) or be about to graduate with such a degree. In line with Teaching Council and HEA protocol, when applying for a place on the Professional Master of Education programme, the PME Applicant is required to make a formal declaration, using a Subject Declaration Form, that he/she:

  1. Holds/will hold, by the date of commencement of the PME programme, a level 8 honours degree
  2. Has studied the relevant number of ECTS credits in the relevant subject area(s) as part of their degree (see the link in point (5) below)
  3. Has studied higher-level degree content related to the subject area(s) in year 3 or 4 of their degree
  4. Has covered, as part of their degree, the mandatory topics/subjects as set out in the Teaching Council subject requirements
  5. The Subject Declaration Form (available here) for each of the subjects you wish to teach must be fully completed and attached with your application to this course.

It is the applicant’s responsibility to ensure that his/her primary degree meets the requirements of the Teaching Council of Ireland for the purposes of teaching your chosen subject(s). See the relevant section on the TC website  Any successful application to join the course is subject to the individual applicant having established and declared for himself/herself that he/she has met this requirement.

Candidates may be required to attend an interview as part of the selection process. Part of the interview process for Language applicants will take place through the language(s) the applicant has chosen on the programme.

Please have the following documents ready to upload with your application:  (please note your application will not be processed without these required documents

  • Fully and accurately completed  ‘Subject Declaration Form(s)’ in those subjects you believe you will be qualified in
  • Qualification transcripts and awards/certificates
  • English language qualification if English is not your first language
  • Certified English translations of your transcripts/certificates where the originals are in a language other than English
  • A copy of your birth certificate (long document)/passport

Garda clearance is also required for this programme for successful applicants. 

English Language Requirements

Applicants whose first language is not English must provide evidence of either prior successful completion of a degree qualification taught through the medium of English or meet one of the criteria below (no longer than two years prior to application):

Acceptable English Language qualifications include the following:

  • Matriculation examinations from European countries where English is presented as a subject and an acceptable level is achieved
  • Irish Leaving Certificate English –Ordinary Level Grade D or above
  • TOEFL – 580 (paper-based) or 90 (internet-based)
  • IELTS – Minimum score of 6.5 with no less than 6 in any one component.
  • English Test for English and Academic Purposes (ETAPP) – Grade C1
  • GCE ‘O’ level English Language/GCSE English Language – Grade C or above
  • Cambridge Assessment English –Certificate of Proficiency in English - Grade C / Certificate in Advanced English Grade B
  • GCE Examination Boards – Oxford Delegacy of Local Examinations – Grade C / Cambridge Local Examinations Syndicate – School Certificate Pass 1-6 / University of London Entrance and School Examinations Council – School Certificate Pass 1-6

Results in examinations other than those listed above may also be accepted as meeting our English language requirements. Contact the International Education Division for advice.

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For information on funding and scholarships please click here.

Graduates from this course are enabled to teach a wide range of subjects across a number of programmes.  Since its inception, there has been a consistently strong demand for teachers with this qualification.  The majority of Professional Master in Education graduates opt for teaching in second-level schools.  Others have secured employment in the further education sector, the international education sector, alternative education sector, community education and adult education settings.

Ross Wallace - PME Physical Education

"My journey on becoming a Physical Education teacher began after the Leaving Certificate as I made the decision to move across the water to the United Kingdom for three years. There, I completed a Bachelor of Arts (BA) in Physical Education at the University of Wales Trinity Saint David in Carmarthen, Wales. From this course I gained the fundamental knowledge and skills needed to teach PE. This is what the University of Limerick looks for prior to gaining entry on to the Professional Masters of Education (PME).
One of the things which I noticed about the programme was that they made you feel welcomed from the start. Consequently, one of the main things which I enjoyed about the PME programme was the small class sizes as you got to build great friendships with classmates and relationships with lecturers. The lecturers are very approachable and are always willing to help you if you have any questions or uncertainties.
The lectures were very interesting as you get to study a broad range of topics from psychology to assessment in PE to understanding teaching and learning. Overall my favourite part of the programme was school placement as you get to experience teaching in a Secondary School context and begin to understand who you are as a teacher.
Also I thoroughly enjoyed the PE related modules as we learned how to teach Physical Education through the new Junior Cycle Wellbeing Framework, the Physical Education Short Course, the Senior Cycle Physical Education Framework and Leaving Certificate Physical Education. This learning experience has helped me as a teacher to understand, teach and assess students in relation to the different curriculums. Overall, the PME PE programme will give you the knowledge, skills and ability to be the best teacher you can be.
On completion of the course, I received a full-time teaching post as Head of the PE Department at St. Paul’s Secondary School in Dublin. I highly recommended the PME PE programme at the University of Limerick to anyone interested in becoming a Physical Education teacher"

Maggie Wallace - PME Music

"I graduated from the BA Irish Music & Dance course at the University of Limerick in 2015, after which I stayed on at UL to complete my PME (Music). The PME (Music) is run by the School of Education, in conjunction with the Irish World Academy of Music and Dance. The PME(Music) provided me not only with the opportunity to gain the necessary and essential practical skills and theoretical knowledge to become a teacher, but also the chance to enhance my musicianship skills - something that I consider to be invaluable in equipping me for a career as a secondary music teacher.
 Throughout the PME (Music) I particularly enjoyed the Educational Psychology modules, through which we examined how social interactions, as well as one's environment, can influence how one learns and constructs knowledge. Another aspect of the PME(Music) which was very formative (and extremely fun) was the opportunity to complete the Music Education Independent Study module, for which I choose to focus on DADGAD traditional guitar.
 Since completing the PME (Music), I have been lucky enough to gain ample experience as both a teacher and a performing musician. I am currently based in Glasgow, Scotland, where I have a permanent music teaching job at a High School. Glasgow is an exciting hub for traditional and folk music, and since moving here I have carried on performing by attending various public traditional music sessions throughout the city. Last May 2019, I also had the opportunity to travel to Germany and carry out a number of gigs with a few friends. One other interesting activity I have participated in since graduating is a pan-European festival called the 'European People's Festival', in which I had the opportunity to act as co-director of the Irish cultural performances in Latvia, France and Lithuania. I would whole-heartedly recommend the PME (Music) to any aspiring teachers who wish to prepare for life as a secondary music teacher whilst continuing to develop their performance skills."

Raymond McNamee - PME Technolical Education

"Prior to commencing the PME I was working as a Junior Contracts Manager with a large joinery company in Northern Ireland. I was eager to return to college to undertake the PME as I have always had a keen interest in education and teaching. The most enjoyable part of the course for me was most definitely the School Placements. It provided the opportunity to experience teaching and learning in a real environment and to apply the theory I had been educated on during lectures. I also found the small class sizes very beneficial as it allowed me to gain invaluable advice and support from my lecturers. Following my graduation from UL in 2018, I spent several months travelling around Australia. During this time, I worked as a relief teacher in numerous schools. I am currently teaching in St Catherines Vocational School in Killybegs Co. Donegal. My journey as a teacher is only beginning and I look forward to educating and inspiring the next generation during my future career."