The programme content is practical and versatile, as it seeks to further enhance the professional expertise of the participants and incorporate existing experiences and interests of the workplace. These elements, combined with the “block delivery” pattern make the MA in Education an ideal choice.
Through the courses the learners will be equipped with interesting ideas and food for thought about their pedagogical approaches and practices and discover opportunities to improve the way they teach their students. The fact that the programme has been approved by the Teacher Development Agency (TDA 2008-11) and has been rated very positively by Ofsted (Office for Standards in Education) in the UK, guarantees the high quality of the offered education.
Tuition fee for the international students.)
European Economic Area tuition fee is applicable to the students from EU countries, Iceland, Liechtenstein, Norway and Switzerland.)
The module is concerned with identifying and developing the key personal and academic competencies associated with successful study at Masters Level in a rapidly changing global context of educational change.
In order to inculcate an ethos of the independent and autonomous learner a skills needs analysis will be employed to encourage action planning. The module, therefore, aims to involve the student in critical reflection of their own development needs, including traditional and, in particular, technologically enhanced approaches to research and academic writing at Level 7. Lectures and group activities will provide the impetus for student seminars which provide opportunities to present short literature reviews; workshops will provide opportunities to develop, for example, electronic search skills and presentation skills. Tutorials provide the opportunity for individual concerns to be addressed.
Formative assessment will provide opportunity for students to synthesise their learning to date. Students will be able to take account of tutor feedback, peer review and self-assessment to identify their progress and where essential development areas remain. Summative assessment of the learning outcomes is by construction of a portfolio.
This module will provide you with the knowledge, skills and understanding to undertake educational research at level 7, and to provide the basis for your Independent Study. Students are required to develop a critical knowledge of a range of research methodologies, approaches and methods. Drawing on an Action Research approach to educational research enquiry, this module enables you to examine and critique the theoretical and practical processes associated with small-scale research design, including a consideration of research ethics, access, sample and limitations. Additionally, you will be introduced to a selection of research methods for data collection, and mechanisms for analysis of such data.
This module looks at key theoretical models that have contributed to the understanding of emotional processes both in ourselves and others. It examines explanations of the origins of adult emotional states and experiences together with current research into neuroscience; which is serving to inform previous theoretical frameworks. This provides learners with the tools to understand and improve communication, motivation and behaviours in professional groups and client groups. This theoretical understanding and its practical applications are relevant in most settings involving human relations.
This exciting module focuses on the ways in which leadership theories can be effectively utilised to apply quality procedures effectively embedding equality and diversity. The module draws on a range of contemporary leadership and management theories, developing the critical and self-reflective educational practitioner. The whole range of educational contexts can be used in order to provide exemplars of how leadership can be empowering and the module will be of interest to all staff who have access to educational contexts.
This thought-provoking module is of interest to people in the wider field of education and educational leadership roles. It examines organisational change, the impact of social policy, how developed cultures impact upon those who work across all sectors: state maintained, for-profit, and non-profit, and the role that both Government’s and Leadership Teams play in this. There are opportunities for developing soft skills and learning how to utilise leadership tool-kits to impact on workplace development.
This module is designed to enable students to develop their professional expertise in a specified area. To that end they will conduct a critical review of relevant theoretical perspectives, national frameworks and national guidelines. In the context of their own professional setting, students will be encouraged to reflect upon the effectiveness of the methods and techniques they employ for engaging with learners, with a view to identifying opportunities for development. Students will engage with practice-based enquiry strategies to critically reflect upon a specialist area.
Independent study (dissertation) is the culmination of the student’s MA Education programme. Through engagement with this module, the processes involved in the planning, piloting, implementing and reporting of a substantial enquiry are explored. Through researching an aspect of educational practice in which they have a strong and committed interest, students will be challenged to deepen their knowledge, understanding and synthesis for one or more educational issues. The dissertation is a significant piece of work and it is expected to include a full and detailed account and analysis of the processes and procedures undertaken and of the outcomes worthy of dissemination to the wider profession.
Those studying for an MA Education with a specialist pathway descriptor are expected to choose Independent Studies relevant to their chosen pathway. Within this constraint, however, students have considerable scope for negotiating the precise nature and context of their Independent Studies. The module builds on previous stages of the programme to allow students to further develop their research skills.
No work experience is required.
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The first Greek Anglophone College with 35 years of continuous qualitative presence in educational activities in higher private education in Greece. The College achieving the first student transfer to a foreign university (Vilanova State University, 1981). The first Greek Anglophone College to “open its gates” to foreign students. Offering the first MBA – Master of Business Administration - in Greece (Laredo State University, 1989). Foreseeing the forthcoming recognition of its degrees by the European Union, it acquires European orientation and organises the first Forum of British Universities in Greece, which becomes an institution and is later organised annually by the British Council. For the first time in Greece, enters into franchise agreement with a top state British university and for the first time offers Greek students the opportunity to obtain a Bachelor Degree with studies from all over Greece (1991, Coventry University)
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