The course provides participants with opportunities to enhance their practice by reflecting on their own personal and professional experiences and developing further skills, knowledge and understanding of aspects of specific interest. It can be taken both full and part time. The full-time course has a distinct international and comparative perspective, whilst the part-time option contains the same modules as the full-time course but with additional modules related to mathematics and early years.
The MA comprises of modules that can be studied one by one. A key element of many modules is the provision for ´shared enquiry´, enabling participants to engage with other professional colleagues and researchers in developing critical approaches to enquiry within practical education (and education-related) contexts.
Assessment procedures are flexible and sensitive to existing professional workloads, and are usually based on aspects of work currently ongoing in the participant´s own school or setting.
Applicants will normally have an honours degree from a UK institution or equivalent. Applicants with other qualifications, in particular those with recent professional experience, will also be considered if they demonstrate appropriate academic attainment.
Applicants who have recent professional experience of three years or more will be positively considered. In this case the applicant will be interviewed and must demonstrate suitability for the course by providing: evidence of significant professional engagement in children´s services at graduate level or equivalent. The evidence will be in the form of a compendium or portfolio which sets out details of their specific responsibilities relating to their work with children and young people.
The programme is designed for teachers and other professionals working in the field of education as well as recent graduates.
The four modules that must be taken on the full-time pathway are:
school and classroom cultures
international perspectives on education
In addition to this the university now has pathways within the course which reflect two specific areas of professional and theoretical interest:
MA Education (Mathematics)
MA Education (Early Years)
There is also an MA Education Special Educational Needs and Inclusion which is run on a full and part time basis.
Special course features
modules relevant to those working in children´s and young people´s services
recognised postgraduate professional development for teachers
modules can be taken ´stand alone´ for professional development
modules can build into three successive postgraduate awards from Certificate to Diploma and Masters
modules relevant to those working in early years or children´s services
employment related course designed to fit with participants´ work
modules designed to connect with practitioner work and context
highly experienced and supportive tutor team.
A range of modules are available which focus upon professional and theoretical interest: Special and Inclusive Education; Early Years Education and Mathematics, aimed specifically at interdisciplinary work relating to children´s services and early years education.
Higher degrees can provide an opportunity for higher level responsibility roles and senior posts within education, children´s services or further education. Responding to the continuing professional development agenda, this course not only addresses needs identified by Local Authorities within the East Midlands region, but also the DFE agenda for the development of teaching as a research-based profession and Teaching Agency (TA) standards for specialist teachers and postgraduate professional development.
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