University of Michigan

What you'll study

This doctoral programme emphasises empirical and theoretical work on how teachers learn, how professional development is designed and enacted, and how policy and organisational contexts shape instructional practice. Students take advanced courses in research methods, learning sciences, adult learning theory, curriculum and instruction, and the sociology of education, and pursue specialised seminars in areas such as STEM teacher learning, literacy and language education, inclusive and special education, technology‑enhanced professional development, and comparative education.

Typical components include:

• Core seminars in quantitative and qualitative research methods (advanced statistics, multi‑level modelling, design‑based research, ethnography, interview and discourse analysis)
• Foundational courses on teacher learning theories, adult learning and instructional coaching
• Specialist seminars aligned to a chosen subject area or population (for example, mathematics teacher education, bilingual education, early childhood, secondary literacy)
• Practicum or field‑based research in partnership with local schools or districts, including design and evaluation of professional development interventions
• Colloquia and professionalisation seminars on grant writing, scholarly publishing, and preparing for academic and non‑academic careers
• A qualifying examination or portfolio and a dissertation that makes an original contribution to knowledge in teacher education and professional development

Entry requirements

Applicants are expected to hold a relevant master's degree (for example, MEd, MA in a learning sciences field, or equivalent professional qualifications) or have substantial professional experience in K–12 or postsecondary education. Typical expectations include:

• A strong academic record in previous degree(s); competitive applicants demonstrate evidence of research potential
• A statement of purpose describing research interests and fit with programme faculty
• Academic transcripts, a curriculum vitae, and a writing sample (published work, research paper or project report)
• Letters of recommendation, normally from academic supervisors and/or school leaders who can speak to scholarly promise and professional impact
• International applicants must demonstrate English language proficiency according to university requirements

Applicants are encouraged to identify potential faculty advisors and to highlight prior research experience or demonstrable engagement in professional development practice. Where relevant, evidence of leadership in schools or districts, experience designing PD, or prior grant activity strengthens an application.

Career prospects

Graduates pursue a range of careers in both academic and applied settings. Common pathways include:

• Faculty positions in teacher education, curriculum and instruction, learning sciences and educational leadership
• Research roles in university labs, independent research organisations, think tanks and non‑profit organisations focused on education improvement
• District or school system leadership roles such as director of professional development, curriculum coordinator, instructional coach or PD specialist
• Policy and evaluation roles in government agencies or philanthropic organisations, focusing on teacher quality, workforce development and programme evaluation
• Design and leadership of large‑scale professional development initiatives, teacher induction programmes, and continuing professional learning platforms

Why study at University of Michigan

The University of Michigan offers a robust intellectual environment for studying teacher education and professional development, anchored in a School of Education with interdisciplinary connections across social sciences, public policy and learning technologies. Students benefit from faculty who lead research on teacher learning, achievement gaps, instructional improvement and PD design, and from partnerships with local and state school systems that support field‑based research.

Doctoral candidates have access to methodological training, research centres and institutes, grant and fellowship opportunities, and a network of scholars across campus. The Ann Arbor community and the university's strong track record in educational research provide diverse settings for empirical work and professional collaboration, preparing graduates to influence practice, policy and scholarship in education.