Gain a strong foundation in education practice and theory with our Master of Education degree. Delve into contemporary education issues, connect with the latest developments in the field, and garner the expertise to move beyond the classroom.
With a flexible course structure, featuring nine specialisations and extra electives, you can pursue your own interests and further your specialist teaching practice. Commonwealth Supported Places are available for all eligible domestic students and advanced standing is available to qualified educators who wish to fast-track their studies.
The Master of Education offers professional learning for educators in a broad range of fields, including early childhood, primary, secondary, tertiary, vocational and adult.
It’s designed for professionals who already hold, or seek to move into:
Please note that the Master of Education is not a teaching qualification.
In this course you will:
This programme is specifically to train teachers wanting to teach in education and training sector educational settings, such as further education colleges, and adult and community settings. Due to government changes, if you complete this award you may also be able to gain employment in a secondary school setting, particularly in the post-14 age range - subject to the completion of Qualified Teacher Learning and Skills (QTLS).
Demand for places on this course is very high, so we encourage you to submit your application as early as possible. The programme is delivered full time and part time. The full-time programme is a pre-service award for those intending to teach in the sector and is offered at Teesside University Middlesbrough campus, Darlington College and Stockton Riverside College. The full-time award, delivered at Stockton Riverside College, is specifically for those wanting to be adult literacy or numeracy specialists. The part-time award is offered at Darlington College, Hartlepool College of Further Education, Redcar & Cleveland College, and Stockton Riverside College.
If you are an international student, you are eligible to apply for the programme delivered at Teesside University campus only (not the colleges).
The part-time programme is available as an in-service award if you are currently employed in teaching or training in the sector. If you are not in a paid teaching post, a pre-service part-time route is available but you must be able to find your own teaching practice. We promote the values of reflective practice, equality of opportunity, inclusiveness and learner autonomy. Both full-time and part-time routes cover a range of topics including planning and assessment, theories and principles for enabling learning, curriculum design and development plus being a professional in the sector. You study specialist modules if you choose to follow the literacy or numeracy subject-specialist programme. Your award title on qualification will also reflect your chosen specialist route rather than the generic award title. Find out about continued professional development at the Education and Training Foundation.
This qualification meets the national units of assessment and overarching professional standards. It also meets the national requirements for practitioners carrying out the full teaching role.
On completion of the full award, you will have met the national requirements for the Diploma in Education and Training and will be in a position to apply for Qualified Teacher Learning and Skills status (QTLS). Please note this course does not confer Qualified Teacher Status (QTS).
This course is Ofsted inspected.
You study a range of modules that takes you from preparing to teach through to more advanced practice skills. You also study issues affecting the education and training educational sector, such as educational policy, quality assurance, and your own personal and professional development needs.
If you are studying a subject-specialist award, there are modules that develop your subject knowledge and understanding as well as modules that focus on how you develop this into subject-specialist pedagogy in your teaching practice.
All programmes are mapped to the Professional Standards for Teachers and Trainers in Education and Training – England (The Education and Training Foundation) and are in line with national requirements for Award in Education and Training, Certificate in Education and Training, and Diploma in Education and Training. These are referred to throughout your progression through the programme, as they are the occupational standards used throughout the sector.
Core modules (all awards)
Core modules (Adult Literacy Specialist award only)
Core modules (Adult Numeracy Specialist award only)
Modules offered may vary.
How you learn
Generally you are taught through seminars, lectures and workshops. A range of specialist tutors contribute to your lecture and seminar sessions – these are supported through our virtual learning environment where you access a range of resources to support course activities.
The course has a substantial element of teaching practice – vital to your learning and development as a practitioner. In addition, you are encouraged to develop your teaching skills by observing experienced practitioners, using simulations and/or training classes, and by watching good practice videos.
Your practice mentor supports your time on placement and helps you develop reflective practice skills as an aid to your learning and professional development. The course also helps develop your employability skills. You develop an individual learning portfolio which holistically tracks your development over the programme with specific reference to your academic and teaching skills.
How you are assessed
Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.
Within the academic year there is a compulsory (assessed) student conference where you work with fellow subject specialists. If you are already in employment you must make arrangements to attend. The date for the event is identified within induction week.
You must complete a minimum of 100 hours of teaching practice in an appropriate teaching environment. If studying part time these practice hours are split into 40 hours in Year 1 and 60 hours in Year 2.
At your teaching practice a placement mentor supports you with orientation, with the school/college, and beginning your teaching ideas. This mentor helps you transfer your knowledge from theory to practice, observes your practice and gives you formative and summative feedback towards module outcomes.
Appropriate careers are in the full teaching role in learning and skills sector educational contexts. Our graduate employment record is very good. Students go on to work in a variety of professions including further education colleges and training organisations.
Some students gain employment in secondary schools or higher education. Other students have taken the opportunity to further their studies on relevant continuing professional development or masters’ courses at the University.
This is a flexible course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, private and voluntary training providers can access a range of courses to meet their needs, whether they are new or existing professionals.
You can choose to take an initial Award (20 credits level 4), a Certificate (40 credits level 4) or Diploma course (120 credits level 4&5) or Professional Graduate Certificate in Education (ProfGCE level 6) or any of these courses with a specialism in English or Mathematics or Teaching Learners with Special Needs.
AWARD IN EDUCATION AND TRAINING
For those interested in a teaching career in further and/or adult and community education and trainers in the public and private sector. You do not have to be in a teaching role to undertake the course. The short course consists of one module of 20 credits at level 4, and you may use this short course as credit should you decide to join the Diploma course at a later stage.
Duration: short course, variable to suit partner colleges but usually three hours per week over one term.
CERTIFICATE IN EDUCATION AND TRAINING
For teachers undertaking a more limited teaching role in any of the further education and skills sector institutions. The short course consists of two x 20 credit modules at level 4 and you may use this short course as credit should you decide to join the Diploma course at a later stage
Duration: short course, variable to suit partner colleges but usually three hours per week over two or three terms.
DIPLOMA/ProfGCE IN EDUCATION AND TRAINING
Designed to meet the needs of teachers in a substantial role in further and/or adult and community education, trainers in the public and private sector as well as those working with 1419 year olds in schools, academies and vocational settings.
The course consists of six modules taken over two years or a one year fast track option is available at one of our partner colleges. Successful completion allows you to apply for Qualified Teacher Learning and Skills (QTLS) status.
Duration: modular over one year fulltime with six hours per week tuition in class or two years parttime usually three hours per week tuition in class; plus self-study time and teaching time.
SPECIALIST PATHWAYS IN ENGLISH, MATHEMATICS AND TEACHING LEARNERS WITH SPECIAL NEEDS
For teachers of English (ESOL, literacy, functional skills) or maths (numeracy, functional skills) or working with learners with special needs, the Diploma, ProfGCE, Certificate and Award can also be taken as subject specialist qualifications.
To join the pathway qualification in the Certificate or Diploma, you need to have 50% of your teaching in the specific subject specialism. You will attend two modules in a subject specialist group at one of our partner colleges and benefit from working with subject specialists as well as learning about specific pedagogy for your subject.
QUALIFIED TEACHER STATUS LEARNING AND SKILLS
These teaching qualifications do not automatically confer ‘Qualified Teacher Learning and Skills’ (QTLS), so you will need to apply for this status post qualification. The process is currently under review so please check the Education and Training Foundation (ETF) website for current guidance.
This is a course for those interested in, or already working in, the further education and skills sector. Teachers working in further and adult education, schools, public or private training organisations.
You will need to be in a paid or voluntary teaching role to undertake all except the initial Award in Education and Training which is for those who wish to get into teaching but currently have little or no teaching.
• Module 1 Introduction to Teaching and Learning
As above, plus:
• Module 2 Planning and Assessing
• Module 3 Applying Theory to Practice
-Diploma and ProfGCE-
As above, plus:
• Module 4 Reflecting on Practice
• Module 5 Curriculum
• Module 6 Professional Practice
You will be given access to a wide range of learning and teaching strategies. Modules may include seminars, lectures and group discussions and projects, with many utilising individual and peer presentation format.
Given that the course is primarily for staff already working in the further education and skills sector, maximum use of student experience and expertise is made, including student led sessions aimed at sharing examples of good practice with colleagues.
Modules include self-directed study activities, investigations and e-based learning.
You will be required to have a minimum of 100 hours teaching for the Diploma/ProfGCE.
For the Diploma/PGCE students are required to undertake eight teaching observations. These provide the opportunity for you to apply your knowledge and understanding, to improve subject specialist teaching and to receive practical advice.
Assessments for each module are based on observations of teaching practice, individual reflections, entries in a progress log and academic essays/assignments.
If you are appropriately qualified, on successful completion of the Diploma in Education and Training you can apply for a place on the BA (Hons) Education and Professional Training.
For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx
See our postgraduate fees and funding page to discover the loans, scholarships and bursaries and available.
The Department of Education will not be recruiting to the MA in Science Education for the academic year 2018/19, as we are undertaking a review of our provision. The text below is for information only.
The Department of Education offers a one-year (12 month) taught full time MA in Science Education. This programme will be attractive to all those who have an interest in science education, whether as teachers, researchers or policy makers. Applications are welcomed from both home and international students.
Applicants are strongly advised to ensure that they submit applications no later than 1st September if they wish to begin a course of study beginning in the same year. No guarantee can be offered that applications received after this date will be processed for a September start date.
The Department also welcomes applications from people interested in studying for a PhD in science education in its areas of expertise (see below).
The University of York Science Education Group (UYSEG) has an outstanding international reputation for the excellence of its work in research and curriculum development in science education. Our school science programmes such as Science: the Salters Approach, Salters Advanced Chemistry, Salters Horners Advanced Physics and, most recently, Salters Nuffield Advanced Biology and 21st Century Science are widely used in this country, and have received international acclaim. Science: the Salters Approach and Salters Advanced Chemistry have been adapted for use in many other countries, including Belgium, Hong Kong, The Netherlands, New Zealand, Russia, South Africa, Spain, Swaziland and the USA. If you come to York, you will have the opportunity to work with one of the leading groups in science education.
As members of the University of York Science Education Group, the science education staff in the Department of Education have made a significant contribution to the high profile of science education at York. Science specialist staff currently in the Department include Professor Robin Millar, Professor Judith Bennett, Martin Braund and Fred Lubben. All hold major grants for research and development in science education.
Areas of expertise include assessment, attitudes to science, the use of context-based approaches to the teaching of science, curriculum development (including international collaboration on projects), evaluation of curriculum interventions, gender issues in science education, practical work in science, scientific literacy, systematic reviews of research literature, and the transition from primary to secondary school. Current international work includes involvement in the PISA (Programme for International Student Assessment) project and a number of initiatives in Southern Africa.
The reputation of the University of York Science Education Group was a major contributory factor in York being chosen as the home of the new National Science Learning Centre, which opened in September 2005 and offers a programme of professional development courses for science teachers.
The programme offers specialist tuition within an established framework for MA provision in the Department. The aims of the programme are:
-To enhance knowledge and understanding in science education
-To develop educational research capabilities and skills in the fields of education and science education
-To contribute, where appropriate, to professional development by enhancing capacity to investigate aspects of one or more of educational theory, policy and practice
-Science, Education and Society (20 credits)
-Research methods in education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Cross-linguistic influences in second language acquisition
-Education and social justice
-Evaluating ESOL classroom practice
-Intercultural communication in education
-Learning and teaching second/foreign language reading
-Motivation in education
-Teaching and assessing speaking skills
-Teaching and assessing writing skills
-Teaching and learning in schools
-Teaching World English
-Topics in second language acquisition
-Recent research and innovation in science education (20 credits)
One option module from a list of about 10 (20 credits). Options are likely to include:
-Approaches to English teaching
-Contemporary issues in teaching
-Cross-cultural perspectives on language and discourse
-Learning and teaching grammar in a second language
-Pragmatics: language, meaning and communication
-Psychology of language and language learning
-Qualitative and quantitative data analysis
-Teaching and learning citizenship and global education
-Teaching English for academic purposes
-The practice of English language teaching
-Testing and assessment in English language teaching
Planning and Communicating Research (20 credits). Classes are spread over Terms 2 and 3.
The third term and the summer is also devoted to writing a dissertation (60 credits) based on a small-scale research study to be submitted by early September.
Students will also be able to attend the department series of research seminars for Masters students which includes talks by visiting speakers.
Students will complete:
-Four assessed coursework essay assignments (each 4,000 to 5,000 words in length)
-An exam in Research Methods in Education
-An assessed presentation + dissertation outline + ethics audit
-A dissertation of 12,000 words in length
Our graduates find employment in a wide range of sectors within education, but also in journalism, information management, human resources and other careers.
Our postgraduate courses can be used to complement teacher training/development programmes and voluntary or paid roles which focus on the more practical elements of teaching. However, other than our PGCE, our courses are not teacher training programmes in themselves.
The MA in Clinical Education addresses the contemporary context, educational theory and practical teaching skills relevant to practitioners of all disciplines involved in education and training of healthcare professionals.
This programme enables participants to develop their research and analytical capabilities in order to:
Students undertake modules to the value of 180 credits.
The programme consists of a number of optional modules covering a range of clinical education topics, and either a dissertation (60 credits) or a report (30 credits).
A Postgraduate Diploma (120 credits) is offered.
A Postgraduate Certificate (60 credits) is offered.
There are no core modules for this programme.
Flexibility and choice are key features of this exciting and innovative programme.
Consequently, there are no core modules, and students may choose from a wide range of optional modules covering a range of topics, from introductory modules on teaching and learning to new modules on leadership, quality improvement and teaching ethics and law.
All MA students submit either a dissertation or a report.
The dissertation is based on original empirical research, whereas the report is based on secondary research, often taking the form of a literature review.
Both options have a prerequisite module which is designed to support the research that you plan to undertake. This module should normally be taken in the academic year prior to commencing the dissertation or report, but can be taken in the same academic year.
Teaching and learning
This programme is delivered through a combination of face-to-face daytime and evening sessions and online distance learning. Assessment is by coursework assignments, including 5,000-word essays with reflective components.
Further information on modules and degree structure is available on the department website: Clinical Education MA
Graduates of this programme are currently working across a broad range of areas. Some are working as teaching clinicians in a range of disciplines and professional roles, while others have jobs as lecturers and researchers in clinical and non-clinical areas. Graduates can also be found working as clinical education policy-makers and managers.
Recent career destinations for this degree
Careers data is taken from the ‘Destinations of Leavers from Higher Education’ survey undertaken by HESA looking at the destinations of UK and EU students in the 2013–2015 graduating cohorts six months after graduation.
The programme team have extensive expertise and experience in research and practice in clinical education and training. The programme has been developed and run in collaboration with experts from a variety of educational fields across UCL, including the world-renowned Institute of Education (IOE), from the NHS and from policy-makers such as Health Education England.
The following REF score was awarded to the department: UCL Medical School
80% rated 4* (‘world-leading’) or 3* (‘internationally excellent’)
that will enable you to pursue a career as a teacher in the further education and training sector, which is predominantly students aged 16 and above.
You can follow a full-time programme at the university, or train on a part-time basis at one of our partner colleges (Havant and South Downs College, Chichester College, St Vincent College campus and Eastleigh College). The full time route is intended for those not currently employed in a teaching role whereas the part time route is designed for teachers who currently work in further education and training sector. Both routes encourage you to develop subject-specific knowledge by working closely with your course teachers and work-based subject mentors.
If you are not in paid employment as a teacher, intend to specialise in Mathematics or English, and you have a relevant degree, you may be entitled to a bursary of up to £25,000 toward the full time programme. Read more: Education and Training Foundation FE-ITT Bursary.
On this course, you will develop your skills as a teacher through practical activity and the study of theories and contemporary issues within further education.
You will join fellow professionals from a range of subject backgrounds for lectures and seminars, creating an effective peer network where a variety of teaching practice can be shared. You will then gain work experience in a teaching placement.
For full time students the course is similar to a full time job as you will attend lectures and seminars at the university or be on placement days per week. While hours may vary slightly a student’s average hours of attendance are from 8.30am to 4.30pm. Placements are arranged by the university for all fulltime students.
On the part time route, you will attend one of our partner colleges once per week (see college’s website for details). You are expected to have secured your own teaching placement where you will teach at least 50 hours per year and have an identified subject mentor.
This PGCE provides the skills and knowledge to take up teaching roles in further education environments, including:
Further education colleges
Private training providers
The PGCE is a professional teaching qualification which is recognised by further education providers in the UK. This means upon successful completion you may gain employment with a further education provider. In addition PGCE graduates may apply to the Society for Education & Training (SET) to gain QTLS.
Teaching Block 1 focuses on developing you as a teaching practitioner. This involves learning about teaching concepts and developing practical skills in planning and delivering lessons to a high standard, as well as assessing students. This will be delivered and assessed via the following two units:
Unit 1.1 Planning, Assessing and Evaluating Teaching and Learning Programmes: this unit encourages you to understand how to organise and plan your teaching and learning sessions and use different assessment methods, as well as start developing your own personal and professional skills.
Unit 1.2 Theories and Principles for Planning and Enabling Learning in a Specialist Subject Area: in this unit you will examine a range of teaching and learning theories, learn how to plan and develop inclusive learning into your lessons and understand how to use a range of communication and classroom management skills.
Teaching Block 2 is designed to enable you to establish a wider knowledge of the further education sector. You will research contemporary issues which are affecting further education as well as continuing to hone your teaching practice. This will be delivered and assessed via the following two units:
Unit 2.1 Professional Practice: this unit encourages you to review the development of your personal and professional skills, develop a career management file and research into a specific area of your teaching.
Unit 2.2 Curriculum Design in a Specialist Subject Area: in this unit you will learn about the range of contexts in which education and training are offered, analyse theories and models of curriculum design and understand how to promote equality within practice.
Teaching aims to demonstrate good practice and therefore employs a range of styles which include seminars, workshops, lectures and active group participation. Your time in class will develop your skills and knowledge to inform your own teaching practice and help to develop your own teaching style.
The emphasis throughout the course is on inclusive learning and teaching combined with reflective practice within a teacher’s own specialist subject area.
Each teaching block you will complete two units of study, with each unit comprising between 2 – 3 assignments. On the full-time pathway you will take both teaching blocks (four units of study) during the year. On the part-time pathway you will take one teaching block (two units of study) each year.
Each unit has varying approaches to assessment. Examples include research based essays, teaching practice files, lesson observations and logging personal development which will be supported by reflective accounts.
This programme will enable you to teach in further and higher education environments. It is also an eligible course for conversion to Qualified Teacher Status.