Education

The education team within the School supports critical and independent enquiry into the nature of educational practice, with particular focus on subject knowledge, that draws on social science perspectives and debates. It supports research that aims to improve the experiences of all participants in education and has a very successful track record of providing continuing professional development (CPD) opportunities for education professionals, whether practising teachers or educational managers. This MA has been designed to complement other education programmes run within the School. Specifically it addresses the issues in the National Scholarship Scheme to support Professional Development 2011/12 announced in the Schools White Paper, introducing ‘a competitive national scholarship scheme to support the professional development’ of teachers, giving them ‘the opportunity to deepen their subject knowledge and renew the passion which brought them into the classroom’ (see www.tda.gov.uk/pdscholarship or nationalpdscholarhipscheme@tda.gov.uk)

Graduates with credits at Level 7 (Masters) from recognized providers will be able to set up to 60 credits against this programme.

The modular programme allows flexibility in that participants may take single modules, or build modules into recognised awards (Postgraduate Certificate, Postgraduate Diploma and MA).

Delivery is through a combination of self-study materials and one day taught sessions for each module enabling sharing of ideas and good practice. In certain circumstances there are opportunities for school-based delivery on core modules that has proved successful in the past and is in line with current TDA thinking.

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The aims of the MA course are as follows:

• To support the development of a community of reflective practitioners based on scholarship, professionalism and ethical practice in learning and teaching
• To develop participants’ particular educational practice, including subject knowledge and pedagogical skills
• To develop participants’ understanding of issues relating to teaching and learning
• To inform teaching practice on the basis of theory, research and practical experience
• To encourage the development of critical reflection on the relationship between theory and practice
• To encourage critical and productive engagement with the professional contexts within which participants work, at local, regional and national level
• To provide a forum for support and regular discussion of teaching issues with peers
• To prepare course members for further academic study

Applicants should have a first degree in a relevant subject or be able to demonstrate relevant professional experience.

The award of MA will be made to participants who successfully complete 120 credits of taught modules plus a 60-credit dissertation. Participants who complete the taught modules only (120 credits) may be awarded a Postgraduate Diploma while those completing four taught modules (60 credits) may be awarded a Postgraduate Certificate.

In Year 1, participants take six modules (15 credits each).

In Year 2, participants take a research methodology module (30 credits) and the dissertation (60 credits).

Modules offered include:

Edu-40059 The Reflexive Practitioner (core) 15 credits

This module provides opportunities to undertake a critical examination of the concept of professional development and the pressures and influences currently affecting professionals.  Course members will examine the political, social and cultural context within which teachers operate and the processes by which professional identity is being (re)constructed.

Edu-40062 Subject Knowledge and Identlty (core) 15 credits

The module will explore a range of issues related to subject knowledge.  It will focus specifically on the questions: What constitutes my subject knowledge and how and on what basis could it be developed? What counts as subject knowledge, who decides and on what grounds are those decisions made?  It will examine the political, social and cultural dimensions of subject knowledge and identity and examine their implications for learning and teaching.

Edu-40015 Research Methodology (core) 30 credits

This module is a necessary introduction to research and deals with research methods, concepts and issues, offering guidance about how to approach research so as to maximise benefits while minimising problems.  The assessment for this module is the completion of a 30 credit assignment.  In order to undertake research - a Professional Project / Dissertation – course members must first undertake this Research Methods module.  The aim is to ensure that course members’ research furthers the development of their personal knowledge and skills, is of benefit to their own institution, and/or area of work and, potentially, also benefits the wider academic community.

Edu-40027 Dissertation (core) 60 credits

This module provides an opportunity for course members to undertake a relatively small-scale piece of research within a focused area.  It provides an invaluable opportunity to research, for example, an area within their professional responsibility, an aspect of development in which they are interested, or where they perhaps need to develop a professional initiative at work.  Through this Professional Project/Dissertation (15-20,000 words), course members are able to develop further their professional communication skills by articulating the key aims for the project, by reporting on current thinking in their chosen area through a literature review, and by writing up the findings in a structured dissertation format.

Edu-40037 Curriculum Leadership (elective) 15 credits

Within this module there is an initial examination of the concept of the curriculum and course members are encouraged to reflect how this is interpreted in their own institution.  This is then followed by an exploration of key issues such as curriculum content, delivery and control; internal and external drivers of curriculum change and curriculum evaluation.  The role of the curriculum manager is discussed and the skills and qualities required are considered.

Edu-40038 Managing Teaching and Learning (elective) 15 credits

The key focus within this module is on the process of learning and how this is managed by individual staff, departmental teams and whole institutions.   Models and theories are offered as templates for analysis of the pedagogic process and key pieces of research are discussed to explore the issue of best practice. Course members are encouraged to evaluate the impact of theory and research on teaching, learning and assessment and to consider the effects of recent developments in accountability, inspection and training.

Edu-40039 Modern Foreign Languages in Education (elective) 15 credits

This module offers the opportunity to look critically at a range of issues and concepts in teaching and learning in Modern Foreign Languages. It problematises the notion of ‘effective’ teaching, looks at the relationship between research evidence, policy, practice and curriculum. It provides a special focus on innovative teaching and learning strategies, including the role and value of digital literacy.

Edu-40040 English in Education (elective) 15 credits 

This module offers the opportunity to look critically at a range of issues and concepts in teaching and learning in English. It problematises the notion of ‘effective’ teaching, looks at the relationship between research evidence, policy,  practice and curriculum. It provides a special focus on innovative teaching and learning strategies, including the role and value of digital literacy.

Edu-40041 History in Education (elective) 15 credits

This module offers the opportunity to look critically at a range of issues and concepts in teaching and learning in History. It problematises the notion of ‘effective’ teaching, looks at the relationship between research evidence, policy, practice and curriculum. It provides a special focus on innovative teaching and learning strategies, including the role and value of digital literacy.

Edu-40061 Towards a personalized curriculum (elective) 15 credits

Course members will undertake a critical examination of the construction of the curriculum since 1988.  What are the purposes of the school curriculum?  Who is it for?  What is it for?  The module will examine issues of power and control, and contrast these ideas with concepts of emancipation/liberation.  The Sociology of the curriculum will also be examined, as will the political purposes for curriculum development and the politics of knowledge.

Edu-40063 Assessment for Learning (elective) 15 credits

In this module course members will have the chance to critically examine the purposes of assessment, how assessment is used in current educational contexts and how the government's model of assessment constructs the identity of learners, subject disciplines and teachers’ professional identity?  There will also be opportunities to explore alternative methods of assessment and consider their implications for pupils and teachers

Edu-40081 Managing Mentoring (elective) 30 credits

Within this module there is an initial examination of the concept of coaching and mentoring from a personal, professional and policy point of view. Course members are encouraged to reflect how this is interpreted in their own institution.  This is then followed by an exploration of key issues such as the justifications for the use of coaching and mentoring in professional settings, what effective mentoring practice might look like and be achieved, together with critical reflection and evaluation of a coaching and or mentoring relationship. The role of the mentor is discussed and the skills and qualities required are considered.

Overall view of structure and exit awards:

Year 1

Core:  Subject Knowledge and Identity       15 credits

Core:  The Reflexive Practitioner                  15 credits

Exit with PG Certificate

60 credits from the electives outlined above

Year 2

Core:  Research Methodology                     30 credits

Exit with PG Diploma

Dissertation                                                60 credits

Exit with Masters

Participants must complete work-related written assignments for each module, plus a 15,000-20,000 word dissertation. The assignments will provide opportunities to investigate key aspects of their own practice, consider them in the light of theory and literature, and reflect on the implications of their findings. The assignments are designed to lead to individual, team or institutional improvement.