M.A. Emotional Factors in Learning and Teaching: Counselling Aspects in Education

| London, United Kingdom
The programme is designed as career development training for teachers and other staff in nursery, infant, primary, secondary and special education, as well as universities and other institutions of further and higher education.



The programme is designed as career development training for teachers and other staff in nursery, infant, primary, secondary and special education, as well as universities and other institutions of further and higher education. The aim of the programme is to increase awareness of the emotional factors which enter into learning and teaching, and the psychological problems which children and young people face in the course of their development.

The programme seeks to foster in those engaged in the field of education, a greater understanding of themselves in their roles and the factors which help and hinder the educative process.

Your future career

Completion of the programme is beneficial to those seeking promotion within the profession, both in management and in pastoral care.

Detailed Course Facts

Start dates and application deadlines

Starting in

  • There is no deadline for this start date.
Tuition fee Not specified
Credits The overall credit-rating of this programme is 180 for the MA, 120 for PGDip. and 60 for PGCert
Duration full-time 36 months
Delivery mode On Campus
Educational variant Part-time
Intensity Flexible
Part-time variant Evening

Course Content

The programme is a part-time programme, taking place one evening a week in term-time. The PGCert/PGDip/MA Emotional Factors in Learning and Teaching. Counselling Aspects in Education is an integrated programme of studies at Masters Level. Students will follow a standard admissions procedure for each of the programmes and will be admitted if they satisfy the entry criteria .

Learning environment

The core teaching events in years one and two include lectures and work discussion groups, and in the second year there is the addition of an experiential group. In the first year the emphasis is on individual development and interpersonal interaction whilst in year two, the focus shifts to group and institutional dynamics. In the third year, or dissertation year, students form their dissertation proposals in a group seminar before moving on to work with an assigned dissertation supervisor. Tutorial support is provided throughout the programme.


Assessment is by three written submissions in Year One and three in Year Two. The essays relate to the lecture series, to reading and to the learning which takes place in the small work discussion groups. Students are expected to demonstrate that they understand theoretical concepts and that they can apply their understanding to their own practice as teachers and to the difficulties they observe in children and young people. There is also an expectation that students will reflect on their learning experience on the programme and will use this material in their essays.

Relevance to work/profession

The programme is designed to enhance the teachers capacity for self reflection in their professional roles as well as their understanding of the children and young people with whom they work. The success of the programme depends on students being able to make use of the ideas in their everyday working lives, to the benefit of themselves and of their pupils.

Thesis/Dissertation/project work

The essay assignments are designed to enable students to follow aspects of the programme which most interest them and which they find most useful in their professional lives. They are expected to demonstrate a grasp of theory and show evidence of reading, but there is also an expectation that theory will be applied to practice.

The dissertation may be written on any aspect of the programme which has particularly interested the student. It is likely to be based on a combination of theory and observational material but might include some limited empirical research.

English Language Requirements

Before starting a programme, you need to have a basic knowledge of the English language. Find English courses on Language Learning Portal.

CAE score
180(Grade C)


The programme is open to qualified teachers and others working in a professional capacity with children, adolescents or adults in an educational setting. Applicants should be graduates and should have at least two years experience of working in an educational establishment.

Admission to UK universities often requires that students have completed a recognized Bachelor's degree. International students should consider taking a Pre-Master to gain access to UK universities when:

  • You are considered ineligible for admission
  • You need to improve your academic, study, research or language skills
Search all Pre-Masters

Work Experience

No work experience is required.

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