Study the way people learn, the importance of the interactions between teaching and learning, and how we can, and should, assess a person’s progress.
This full-time Master’s course is ideally suited to anyone with experience in education, who wants to delve deeper into the processes, theories and practices at play in this fascinating field. Placing equal emphasis on theory and practice, it will build on your existing knowledge, interests and expertise, and help you apply the theoretical constructs to practice.
This course will give you an in-depth understanding of current key educational issues, debates, trends and policies, both nationally and internationally. It will develop your knowledge of educational research, and help you in conducting your own research project.
You will be part of UEA’s renowned School of Education and Lifelong Learning, and you will gain skills and knowledge that will prove invaluable in your career in education, or one of the many associated fields.
Degree Subject Social Science (E.g. Education, Sociology, International Development, Philosophy, Psychology, Modern Languages, Classics) Degree Classification UK 2.1 or equivalent Special Entry Requirements Relevant teaching experience desirable
Applicants should normally have a good first degree from a recognised higher education institution. The University will also take into account the employment experience of applicants where relevant and applications are actively encouraged from those who want to return to academic study.
It is normal for undergraduate students to apply for entry to postgraduate programmes in their final year of study. Applicants who have not yet been awarded a degree may be offered a place conditional on their attaining a particular class of degree.
Students for whom English is a Foreign language
We welcome applications from students whose first language is not English. To ensure such students benefit from postgraduate study, we require evidence of proficiency in English. Our usual entry requirements are as follows:
IELTS: 6.5 (minimum 6.0 in all components)
PTE (Pearson): 62 (minimum 55 in all components)
Test dates should be within two years of the course start date.
to be a capacity-building programme that offers exposure to a range of experiences and ideas about teacher training and educational systems.
to develop knowledge and understanding of international literature and the research base relevant to: teacher development, teacher education, curriculum development, educational reform, issues of educational policy and implementation.
to offer teacher trainers access to a range of alternative methods, ideas and experiences in aspects of teacher training and educational systems.
to develop subject knowledge within a context of models of teaching, learning and pedagogical practices.
to enable teachers to extract examples of best practice which they will be able to use to inform the development of local needs within their own particular contexts.
to develop understanding and experience of a range of research methodologies, techniques and skills, so that research processes and products are seen as integral to notions of professional development.
to develop analytical and critically reflective skills.
Compulsory Study (160 credits)
Students must study the following modules for 160 credits:
AN INTRODUCTION TO KEY CONCEPTS AND IDEAS IN EDUCATIONAL PRACTICES
ASSESSMENT: PRINCIPLES, ISSUES AND PRACTICE
EDUCATIONAL RESEARCH METHODS
PEDAGOGIES IN EDUCATIONAL CONTEXTS: PERSPECTIVES AND PRACTICES
Option A Study (20 credits)
Students will select 20 credits from the following modules:
PLEASE CONSULT WITH THE COURSE DIRECTOR PRIOR TO SELECTING YOUR OPTIONAL MODULE
EDUCATIONAL POLICY AND PRACTICE FOR DEVELOPMENT
INTERCULTURAL COMMUNICATION IN PRACTICE
INTRODUCING INNOVATION AND CHANGE
INTRODUCTION TO EDUCATION FOR DEVELOPMENT
INTRODUCTION TO QUANTITATIVE RESEARCH METHODS IN EDUCATIONAL RESEARCH
KEY CONCEPTS AND APPROACHES TO EDUCATION LEADERSHIP, MANAGEMENT AND POLICY
KEY STUDIES INTO THE TEACHING AND LEARNING OF MATHEMATICS ACROSS EDUCATIONAL LEVELS
KEY THEORIES IN RESEARCH INTO THE TEACHING AND LEARNING OF MATHEMATICS
LANGUAGE LEARNING IN CONTEXT
LEADING TEACHING, IMPROVING LEARNING AND GLOBAL EDUCATION REFORM
LITERACY, DEVELOPMENT AND ADULT LEARNING: AN INTRODUCTION TO THE CONCEPTS
PRINCIPLES AND PRACTICE IN SECOND LANGUAGE EDUCATION
PUBLIC POLICY, STRATEGIC MANAGEMENT AND COMPLEXITY
THE USE OF TECHNOLOGY IN THE TEACHING AND LEARNING OF MATHEMATICS
Teachers and lecturers
Middle and senior educational leaders
Educational advisors, consultants and inspectors
Middle and senior officers in educational organisations
Social sciences researchers
The third sector
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