MTSE® Master of Teaching Subjects in English
Online Teaching,
Distance Learning,
Blended & Deeper Learning
Teaching subjects in English
21st Century Modern Pedagogy
Moduls & Units / Programs
English Language
English Language + Subject
English Language + Subject + ELTS
English Language + ELTS + Subject + Pedagogy
Online Course (LMS)
Live Instruction
In-Person Classes
Level 1 (A1-A2)
Level 2 (A2-B1)
Level 3 (B1-B2)
Level 4 (B2-C1)
Level 5 (C1-C2)
8 to 12 weeks programme
$ 195
$ 295
$ 395
$ 550
Up to 30 weeks programme
$ 295
$ 395
$ 550
$ 995
Teacher's Academy & MicroDegree®
FEYDEY Teacher's Academy (Switzerland) offers to Professional (not-native English speaking) Teachers, and students of pedagogy Universities an exclusively designed professional teacher trining MicroDegree® and MTSE® programs, online and in-person, helping them build thier single lifelong transcript of education and skills.
Teacher Training Program - Modules
  • English Language
  • 50 courses of K-12 subjects in English
  • Project Based Learning, and Case studies
  • Own content development and management
  • Learning Management System (FEYDEY LMS)
  • Content, Glossary, Tests, Lesson Plans, Activities in English.
  • 21st Century Modern Pedagogy for Teaching Subjects in English
  • Distance and online learning and teaching using technologies (LMS)
Teacher Training Program - Levels
  • Level 1 - Elementary & Beginners Level (A1 / A2)
  • Level 2 - Pre-Intermediate (A2 / B1)
  • Level 3 - Intermediated (B1 / B2)
  • Level 4 - Upper-Intermediate (B2 / C1)
  • Level 5 - Advanced (C1 / C2)
  • Graduation - Master of Teaching Subjects in English
LEVEL 1 - Elementary & Beginners
This level is designed for those who are only beginning on the road towards English language proficiency A1 & A2 levels for teaching subjects in English.

The goal is to equip non-native English speaking teachers and pedagogy university students with all the necessary grammar, reading, writing, listening and comprehension skills that are needed to improve to level A2.

The minimum of an 8 week course is recommended
Within the next 12 to 52 weeks, FEYDEY will provide teachers with the knowledge and experience necessary to implement Deep Learning in education and complete 21st Century Pedagogy MicroDegree™ program and apply for Master of Teaching Subjects in English (MTSE®) qualification.
LEVEL 2 - Pre - Intermediate (A2/B1)
This level is designed for those who are aiming at teachers with nonexistent or limited knowledge of the language, the course is taught through a variety of modules and methods including online and blended learning for progression to A2/B1 Level.

The minimum of an 8 week course is recommended
LEVEL 3 - Intermediate (B1/B2)
This level is designed to help teachers develop grammar mechanics, reading, writing, listening and comprehension skills.

In addition, teachers will have the opportunity to learn across the curriculum as key vocabulary words in this course contain words relevant to Science, Mathematics, Social Studies, and Arts, to create own glossary.

The minimum of an 8 week course is recommended
This programme is designed in 1 to 5 level courses to provide teachers the necessary skills to be proficient in teaching subjects in English. Bellow you will fined the list of 9 main modules of FEYDEY programme:
- Establishing learning objectives to achieve the best outcome for learners

- Criteria for assessing student achievement

- Planning for teaching and learning
- Selection of resources and materials for lesson planning online and in person

- Developing curriculum and lesson plans

- Working with terminology
- Essential Language for teaching subjects in English

- Post-lesson and unite adaptive tests

- Motivating students
LEVEL 4 Upper- Intermediate B2/C1
This level topics include: Word Analogies, Comprehension of Literary Text, Elements of Story, Analyse and Compare Key Subjects in Different Medium, and Oral and Written
Improving subjects knowledge in English, content, tests, glossary, presentations, lesson activities.

The minimum of an 8 week course is recommended
LEVEL 5 - Advanced (C1/C2)
This course is designed for non-native English speaking teachers with intermediate or higher English language proficiency C1 - C2.

The goal of this intensive IELTS preparation course is to improve on the existing knowledge of grammar and vocabulary and to develop IELTS relevant skills and techniques in a short period of time.

The course will greatly improve your performance in Reading, Writing, Listening and Speaking sections of the test ensuring you successfully achieve a high IELTS score.

The minimum of an 8 week intensive course is recommended
FEYDEY Teacher's Academy will practice for teachers to take the rigorous instructional content from the curriculum and instruction team and turn it into conversational, age-appropriate activities. Delivering content using an interactive conversational interface which is the most important in Distance Learning
● Stimulate the brain
● Create feelings of personal connection
● Connect response to live tutor or to prerecorded characters
● Create suspension of disbelief and give the computer human-like qualities
Teachers will learn:
  • Glossary in English
  • Lesson planes in English
  • Teaching subjects in English
  • English Language proficiency
  • Speaking & Listening in English
  • Assessment & Self-Assessment
  • Construct arguments
  • Writing and in oral presentations
  • Focus on the core concept of the task
  • Think critically, analytically, and creatively
  • Structure information in meaningful ways
  • Find, evaluate, and synthesise information,
  • Set goals, monitor their own progress,
  • Reflect on their own strengths and areas for improvement.
  • Learn to work collaboratively,
  • Be self-directed and confident,
  • Solve complex problems & Think critically,
  • Succeed in the 21st Century global economy,
  • Communicate effectively & Incorporate feedback
    FEYDEY PTTP Description
    Foundations of Teaching & Earning Credentials
    • Being a Teacher: A Professional Privilege
    • Continuing to Learn in a Changing World
    • How Good is My Classroom?
    • Thinking About Learning.
    Unit 1
    Being the
    • Influences on my learning
    • My learning environment
    • Myself and My Learning
    • Impacts on my learning
    • What is a teacher?
    • How do I learn?
    Unit 3
    Learners Learning
    • The power of the peer group
    • Engaging with students
    • Learning that travels
    • The lives of children
    • How children learn
    • Four key thinkers
    Unit 4
    • Optimising Curriculum Outcomes
    • Getting to know the curriculum
    • Putting Curriculum to Work
    • Curriculum development
    • Theories and Theorists
    • Putting students first
    Unit 5
    Planing for Teaching & Learning
    • What Do We Know About Teaching and Learning
    • Spirals of Inquiry for Planning and Teaching
    • Four Key Questions and Why They Matter
    • Mindsets for Learning and Teaching
    • Teacher Professional Learning
    • Innovation and Change
    Unit 6
    Students Assessment
    • Guidelines for developing and using procedures that involve students in assessment
    • Guidelines for developing and using objectively answered question procedures
    • Guidelines for developing and using human judgment scoring procedures
    • The nature of feedback in improving teaching and learning
    • An Introduction to Assessment Theory and Practice
    • Reporting student achievement
    Unit 7
    Being a Professional
    • Legal and administrative responsibilities of a teacher.
    • Ethics, codes of conduct and standards for teachers.
    • Being part of a professional learning community.
    • Developing a personal philosophy of teaching.
    • Continuing to develop as a professional.
    • What it means to be a professional?
    Unit 8
    Developing Relationship
    • Recognising diversity: Social, Cultural and Values differences in the school.
    • It takes a whole village to educate a child: Working with your community.
    • The importance of parent involvement for student success.
    • The importance of relationships for educational settings.
    • Developing positive teacher-student relationships.
    • Working with your colleagues and school leaders.
    • To identify modifications to existing knowledge structures and theoretical frameworks and therefore to propose new areas for investigation, new problems, new or alternative applications or methodological approaches.

    • To conduct research and produce high quality reports: this includes the ability to select, define and focus upon an issue at an appropriate level; to develop and apply relevant and sound methodologies; to analyze the issue; to develop recommendations and logical conclusions; to be aware of the limitations of the research work.

    • A range of generic skills relevant to the needs of existing and future teacher, delivering subject in English, irrespective of their curriculum. These will include analysis and synthesis, oral and written communication, computing / IT literacy, critical reasoning, data analysis, organisation and planning, problem solving, independent and group working and research.

      In addition to industry-specific modules, this program focuses on development strategies and management styles geared towards creating leaders in the industry who can also apply the same skills to the wider commercial market. Teachers will:

    1. Investigate the impact of teaching subjects in English planning and development on economic, sociocultural and physical environment.

    2. Have a systematic understanding of the modern pedagogy and classes in english organisations, their external contexts and how they are managed.

    3. Critically evaluate the core pedagogy disciplines and methods at work in class with students in English, and be able to apply these in practical contexts.

    4. Explore issues that concern student-teacher relationships.

    At the end of the course SAA Recognised Teacher will be able to demonstrate knowledge of professional terminology and easy use in conversation

    Knowing the content of subject in English, same way as at native language, allow teachers to deliver quality classes in line with 21st Century Modern Pedagogy

    Teachers will be able to prepare and use new or convert existing own tests in English, help students to check their knowledge and make a correct assessment.

    Lesson plans
    Teachers will be able to generate own lesson plans of subject in English, based as on local or international standards, using the Blended Learning educational model.

    SAA Teachers will be able to grading student with correct assessment that is a key component and the most important part of learning because it helps students to see how they are doing in a class, to determine whether or not they understand course material. Assessment can also help motivate students.

    Glossary & Vocabulary
    The teachers will be able to use freely any vocabulary or create own glossary.
    Teachers will be able to demonstrate:
    A systematic, in-depth understanding of the development, issues and influences relevant to teaching subject in English. A high level of theoretical and applied knowledge of the managing classes in English, organisation and provision of 21st Century modern pedagogy. An understanding of the research process in English.

    Teachers will have the ability to:
    Independently critically evaluate approaches and techniques relevant to teaching subjects in English Demonstrate high level learning and problem-solving abilities.

    Teachers will be able to:

    Analyse and synthesise issues related to teaching subjects in English. Other skills developed include communication and presentation skills, computing skills, critical reasoning, data analysis, organization and planning, report and essay writing skills, problem solving skills, interactive and group skills, and research skills. Evaluate the ethical dilemmas likely to arise in research and professional practice, and to formulate solutions in dialogue with students, parents, colleagues, administration and others.
    21st Century Modern Pedagogy course focuses on english language proficiency of teachers, ability of delivering the content in english, strategic decision making in relation to planing and running classes in english. As well as traditional and online teaching and learning methods such as Blended learning, individual and collaborative projects, case studies, and simulations, specific subjects adopt a mix of experiential approaches to facilitate the achievement of richer, deeper, and critical learning.

    During contact hours in classes and individual online learning, for a period of 3 to 12 month, learning approaches will include:

    • Intensive preparation in General English
    • Learning Subject's Content in English
    • Terminology, Vocabulary, Glossary
    • Preparing Lesson Plans in English
    • Developing Tests and tools for assessment
    • Collaborative projects Teacher - Student
    • Real classroom case projects
    • Presentation
    A range of different assessment methods are used across the course both to support the development of a variety of skills and knowledge and to take into account different learning styles.

    Assessments include:
    • Reports
    • Case Studies
    • Examinations
    • Presentations
    • Video Presentations
    • Blogs
    • Reflective Journals
    • Portfolios, etc.
    The professional credentials, in-depth knowledge and critical evaluation and analysis skills developed on the course are designed to prepare teachers for individualised and personalised high quality delivery of subjects in English including:
    Teaching Subjects in English
    Teaching English Language
    Project Based Learning
    Blended Learning
    Deeper Learning
    Student - Teacher Cooperation and Collaboration skills
    Academic Requirements:

    • Undergraduate Degree in Pedagogy

    • Undergraduate Degree in teaching subject at native language

    • Minimum 5 years of experience teaching subject in native language

    • Minimum 3 years of FULL Time teaching in school, college or University

    English Language Requirements:

    • To start the course - IELTS 4.0 or Equivalent, or Academic English Certificate (from SAA)

    • To graduate the course - IELTS 6.5 or Equivalent, or Academic English Certificate (from SAA)
    • SAA Recognised Teacher or Trainer

    • Academic English Certificate (from SAA)

    • Teaching Subjects in English Certificate (from SAA)

    • 21st Century Modern Pedagogy Certificate (from SAA)

    • MTSE (Master of Teaching Subjects in English) Accreditation
    This Program Overview covers the Master of Teaching Subjects in English (MTSE) in 21st Century Modern Pedagogy, a blended - mostly online and partially on campus – program, and the SAA Recognised Certificate program, designed and delivered by the Swiss American Academy.

    Program 1 - English Language A1 to C2,
    Program 2 - 21st Century Modern Pedagogy
    Program 3 - Teaching Subjects in English

    Duration 12 to 32 weeks,
    Number of Modules: 3 to 10
    Educational Model: Blended Learning
    Cost, per program per teacher: $550 to $985 USD (depending on total number of contact weeks (Min. 8))
    PBL is a teaching methodology that utilises student - centered projects to facilitate student learning with proven impact achieved by improving problem solving and thinking skills, and engaging students in their learning. Project based learning allows teachers to act as facilitators, placing emphasis on student-directed learning as the teacher facilitates the students' activities.

    Significant Content
    At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic subjects.

    21st Century Competencies
    Students build competencies valuable for today's world, such as problem solving, critical thinking, collaboration, communication, and creativity/innovation, which are explicitly taught and assessed.

    In-Depth Inquiry
    Students are engaged in an extended, rigorous process of asking questions, using resources, and developing answers.

    Driving Question
    Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration.

    Need to Know
    Students see the need to gain knowledge, understand concepts, and apply skills in order to answer the Driving Question and create project products, beginning with an Entry Event that generates interest and curiosity.

    Voice and Choice
    Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

    Critique and Revision
    The project includes processes for students to give and receive feedback on the quality of their work, leading them to make revisions or conduct further inquiry.

    Public Audience
    Students present their work to other people, beyond their classmates and teacher.
    The term blended learning is generally applied to the practice of using both online and in-person learning experiences when teaching students. In a blended-learning course, for example, students might attend a class taught by a teacher in a traditional classroom setting, while also independently completing online components of the course outside of the classroom. In this case, in-class time may be either replaced or supplemented by online learning experiences, and students would learn about the same topics online as they do in class—i.e., the online and in-person learning experiences would parallel and complement one another

    Blended Learning also called hybrid learning and mixed-mode learning, blended-learning experiences may vary widely in design and execution from school to school. For example, blended learning may be provided in an existing school by only a few teachers or it may be the dominant learning-delivery model around which a school's academic program is designed.
    Online learning may be a minor component part of a classroom-based course, or video-recorded lectures, live video and text chats, and other digitally enabled learning activities may be a student's primary instructional interaction with a teacher. In some cases, students may work independently on online lessons, projects, and assignments at home or elsewhere, only periodically meeting with teachers to review their learning progress, discuss their work, ask questions, or receive assistance with difficult concepts.

    • Academic skills
    • Collaboration skills
    • Communication skills
    • Time management skills
    • Speaking & Listening skill

    • self-confidence
    • Able to present
    • Language proficiency
    • Learn collaborative work
    • Highly motivated student

    • Problem Solving
    • Decision Making
    • Self-Assessment
    • Academic Mindset
    • World Identification

    • Motivation Letter
    • 2 High School Diploma
    • Accredited K-12 content
    • College & Career Ready
    • Learn subjects in English
    • Native speaking instructors

    • Live tutoring
    • Formative Feedback
    • Self-directed Learning
    • International Webinars
    • 24/7 Academic support
    • K-12 subjects in English
    • Projects Based Learning
    • IELTS & SAT Preparation

    • Personal Data security
    • Modern Educational LMS
    • Blinded & Deeper Learning
    • Digital Citizenship
    • 24/7 Technical support
    • Administrative Dashboard
    • Interactive writing tools