The MA Education is designed to develop and enhance your professional knowledge, skills, and understanding of contemporary professional practice. The course is based on the concept of practitioner-based enquiry in order to link theory with practice, and impact on students' / pupils' learning.
The course aims to support your continuing development as a teacher who is able to impact directly on pupils' learning experiences. The acquisition of credits at Masters level is useful evidence for meeting teachers' performance management objectives, and for those applying for threshold assessment. We are also able to award credits for those in possession of the National Professional Qualification for Headship (NPQH) and other awards from the National College of School Leadership.
The course offers two pathways, each of which will meet the needs of different types of students. One is designed for experienced education professionals, middle and senior leaders, and managers in schools. The other is designed specifically for Newly Qualified Teachers (NQT) and others in the early years of their careers. Crucially, to cater for students' needs, this course will enable you to study at a pace which suits both you, and the institution for which you work.
You will have the opportunity to tailor your studies to focus on particular areas of interest. This course provides you with the opportunity to learn from experienced, research-active staff who frequently publish and present papers at national, and international level.
Our Masters programme is structured as a series of staged awards: the 60-credit Postgraduate Certificate in Education (PG Cert); the 120-credit Postgraduate Diploma in Education (PG Dip); and the 180-credit MA Education.
You will study modules to gain credits to achieve each stage of the award. The stages may be completed independently, enabling you to exit at the Certificate or Diploma stage, or credits may be accumulated leading to the MA qualification. All modules are accredited at HE Level 4 (Masters level).
In order to acquire the full award, students are required to pass a compulsory research methods module and a 30 or 60-credit dissertation/Major Project. Apart from these stipulations, participants choose a personalised route through the course, drawing from a pool of 40 modules located in a number of categories. For those on the Newly Qualified Teacher/early professional development route, the first recommended module is: 'Early Professional Development for NQTs and others in the First Five Years of their Careers' (30 Credits) which spans two semesters.
You are then able to focus on a particular field of enquiry by combining modules to suit your individual, or institutional needs and interests. Each category contains a minimum of three, 30-credit modules, enabling teachers to focus on a particular theme should they so wish. Other participants may decide to choose modules from several categories.
Fees will be linked, pro rata, to the full-time fee rate, based on the number of credits studied per year.Not specified
Modes of assessment vary according to the nature of the module but may include: assignments, exhibitions, critically reflective journals and logs, presentations, patchwork texts and Major Projects. Each 30-credit module requires the submission of 6,000 words, or equivalent. Self and peer assessment are encouraged, alongside other forms of assessment.
Applicants will be Newly Qualified Teachers, experienced education professionals, middle/senior leaders or managers in schools. Normally, an honours degree in a related field is required. Exceptional entry is offered to professionals who have an equivalent to the above through extensive professional experience. Arrangements also exist for you to incorporate Accredited Prior Learning (APL).
No work experience is required.
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