Duration and Modules

MA in EDUCATION




Duration: 20 MONTHS

THE MODULES

BLOCK 1 – 4 DAYS

4 days face-to-face delivery, 300 hours of student work altogether

Module 1 Investigating Teaching and Learning 

The module aims to: Develop students’ critical awareness of the specific nature and purposes of education, including government initiatives and the national agenda; Enable students to develop a critical understanding of relevant theories and current research into teaching and learning; Develop students as reflective professionals through investigation, critical analysis and evaluation of their own values and  beliefs concerning teaching and learning; Enable students to gain understanding  and critical insights into the effectiveness of a range of teaching and learning strategies; Undertake critical reflection upon aspects of teaching and learning in the context of adopted curricula.
Module Outcomes By the end of the module, students will be expected to have:
engaged  in debate on the nature and purposes of education and how they translate into a curriculum;
demonstrated knowledge and critical understanding of theoretical perspectives on teaching and learning  and how these can be applied to their own professional practice;
demonstrated the ability to  critically analyse and evaluate their own values and  beliefs concerning teaching and learning;
demonstrated critical insights into a range of teaching strategies and their relevance to a range of classroom contexts, curriculum design, delivery and assessment;
Evidenced the ability to critically discuss and write about professional issues and values, through narrative and critical commentaries.

Delivery of this Module

4 Days of training, on line support and keynote lecture video link

Assessment:

5,000 words reflective portfolio linked to the key aspects. Weighting: 100%.

Module 2 Supporting Learning: Practices and Principles  

 BLOCK 2 – 4 DAYS

4 days face-to-face delivery; 300 hours of student work altogether

The module aims to:

• develop students’ ability to reflect critically upon theories about  learning and demonstrate an ability to apply knowledge in curriculum planning;
• help students gain critical insights into issues concerning diversity, inclusion and equality and assess the impact on learning and teaching;
• enable students to critically analyse data from school experience to gain insights into children’s achievement, progress and motivation in the process of learning;
• develop students’ ability to reflect critically upon the ways in which the learning environment and resources can be structured to support effective learning;

Module Outcomes By the end of the module, students will be expected to:
1   Distinguish between learning and teaching in a critically informed manner, and to intelligently evaluate the success of learning and teaching strategies including issues arising from diversity;
2   Demonstrate evidence of critical reflection through engagement with literature and analysis of learning and teaching strategies;
3   Use and interpret data from school experience to gain insights into how different individual and groups of children learn and progress through the selection of appropriate learning and teaching strategies;
4   Address ethical issues in structuring, delivering and evaluating a curriculum for specific learning and teaching.

Delivery of this Module

4 Days of training, on line support and Keynote lecture video link

Assessment:

4,500 word position paper relating issues of diversity, inclusion and equality to the planning, delivery and assessment of one area of the curriculum. . Weighting: 100%.

  

Module 3 Pedagogical Issues in Practice

BLOCK 3 – 4 DAYS

4 days face-to-face delivery; 300 hours of student work in total

Module Aims:

This module aims to encourage participants to develop an informed and critical perspective with which to review a range of pedagogical issues in practice.  The module will develop theoretical and professional understanding of issues related to teaching and learning in a practical context.

Module Outcomes:

At the end of this module, participants will have:

·         demonstrated systematic and critical understanding of knowledge in pedagogical issues;

·         demonstrated, with critical awareness that they can analyse complex, incomplete or contradictory areas of knowledge and communicate the outcomes effectively;

·         been able to exercise their initiative and personal responsibility in their professional learning;

·         Engaged confidently in an academic and professional community with others.

Delivery of this Module

4 Days of training, on line support and Keynote lecture video link

Assessment:

• 5,000 word position paper showing where the participant stands subsequent to a review of literature related to a selected field under investigation.  Weighting: 80%.

• On-line assessment of on-line responses to selected readings.  Weighting: 20%.

Assessment Rationale:

The portfolio paper will show where the participant stands at the present time, subsequent to a review of literature related to the field of studies under investigation.  It will demonstrate an ability to reflect and critique theoretical positions and also an ability to link these to the improvement of practice.

The on-going on-line formative assessment will allow participants to engage in dialogue with their peers and tutors and it will facilitate the development of their thinking around key pedagogical discourses.

Module 4 Research Methods and Evidence-Informed Practice

BLOCK 4 – 4 DAYS 

4 Days of face-to-face delivery; 300 hours of student work in total

Module Aims:

The aims of this module are to enable participants to develop a robust research proposal, located within an appropriate paradigm; to explain and defend a range of methodologies within selected research paradigms and design an appropriate research tool relevant to project enquiry.

Learning Outcomes:

By the end of this module students should:

1.    demonstrate a critical awareness of a range of educational research methods including practitioner research and tools;

2.    offer a formal research proposal for leading change and innovation, supported by relevant research methods;

3.    be able to design a research tool, explaining the context for use.

Delivery of this Module

4 Days of training, on line support and Keynote lecture video link

Assessment:

• 4,000 word academic paper outlining both a proposal for research and the research methodology underpinning the enquiry into practice, with an appropriate rationale and justification for chosen research methods.  Weighting: 70%.

• 1,500 word paper focusing on design of a research tool, explaining the context for use within the proposed project and framework for data analysis.  Weighting: 30%.

Module 5 Research Project: Dissertation

BLOCK 5 – 6 DAYS 

Part 1 – 3 days face to face and Part 2 – 3 days face-to-face delivery; 600 hours of student work in total

Module Aims:

The aim of this module is to enable participants to evaluate a selected aspect of educational practice and to communicate new knowledge through an academic paper of 15,000 words.  In this module participants explain their claims to new knowledge.  Academic work arising from this module needs to be based on systematic inquiry and critical engagement.  Work should also be robust in specific methodology.

Learning Outcomes:

By the end of this module students should have:

a.  Concluded an independent, self-reflexive, systematic and rigorous inquiry into an issue of significance related to pedagogical practice;

b.  Presented their findings in the format suitable for an academic or professional journal with claims supported by appropriate evidence and argument;

c.  Understood the value of the inquiry in terms of its contribution to knowledge and its use in the context of practice;

d.  Achieved competence in a variety of research techniques, enabling them to continue with further independent research;

e.  Established a critical overview of the contribution of the research project to new professional knowledge;

f.   Presented an original perspective on an aspect of pedagogy and critically analysed its impact.

Assessment

• 15,000 word dissertation based on a small-scale research study, implemented in the context of participants’ educational practice.  Weighting: 100%.