• Regent’s University London Featured Masters Courses
  • Leeds Beckett University Featured Masters Courses
  • University of Edinburgh Featured Masters Courses
  • University of York Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • Imperial College London Featured Masters Courses
  • Swansea University Featured Masters Courses
University of Lincoln Featured Masters Courses
University of Birmingham Featured Masters Courses
Cass Business School Featured Masters Courses
Coventry University Featured Masters Courses
Newcastle University Featured Masters Courses
"education" AND "training…×
0 miles

Masters Degrees (Education Training)

  • "education" AND "training" ×
  • clear all
Showing 1 to 15 of 3,463
Order by 
This course provides a route into teaching in the post-compulsory education and training (PCET) sector, which includes vocational training, sixth form colleges and adult education. Read more
This course provides a route into teaching in the post-compulsory education and training (PCET) sector, which includes vocational training, sixth form colleges and adult education.

Course overview

The PGCE (PCET) is a professional teacher education programme that will qualify you to teach in the post-compulsory education and training sector which includes sixth form colleges, further education colleges, vocational training and adult education.

The PGCE (PCET) is popular with graduates whose degree subjects are not widely taught in secondary schools, such as sports science, health and social care, psychology and dance. Our course equips you to educate adults and young people, sharing your knowledge and helping others fulfil their potential.

The full-time pre-service PGCE (PCET) is a robust, stable and popular provision with a great reputation. The programme benefits from its direct link to SUNCETT, one of the only 10 Centres for Excellence in this Sector. The programme is directly informed by both the national and international education research and development work of the team.

This pre-service course is for graduates who don’t have previous experience of teaching. If you are already employed in the PCET sector, we also offer an in-service part-time PGCE (PCET). The University, through its dedicated Placement Office, will help to arrange a minimum of 100-hours teaching practice placement in the Learning and Skills sector. This is a valuable opportunity to design, deliver, assess and evaluate teaching and learning in the sector, under the guidance of a mentor in your subject specialist area.

Please note you will be expected to pay travel and subsistence costs relating to placements.

According to the 2015 Ofsted inspection, “the training of good-quality Further Education and skills teachers enables them to make a valued contribution to the colleges and settings in which they work”.

Ofsted has recognised key strengths of the programme:
-Retention, completion and achievement rates are consistently high
-Trainees and NQTs work with confidence and expertise to plan and teach lively, interesting and challenging lessons that enable learners to make progress and achieve
-Trainees and NQTs improve their learners’ English and mathematics skills
-Trainees and NQTs ensure that learners recognise the impact of the values of tolerance, respect for the law, democracy and equality on their day-to-day life and work

In addition, there is a specialist pathway for graduates wanting to teach English to adults. It would prepare you to teach English at a range of levels to learners in diverse settings such as Further Education colleges, adult and community education and offender learning. For some English-pathway students, bursaries may be available. Bursaries are reviewed by the government on an annual basis.

Course content

The course combines taught elements with practical teaching and professional development. Modules on this course include:
Theory-based modules
-Preparing to Teach in the Lifelong Learning Sector (20 Credits)
-Developing Theories of Teaching, Learning and Assessment in PCET (20 Credits)
-Contextualising Policy and Curriculum in Post-Compulsory Education and Training (20 Credits)
-Enhancing Subject Specialist Learning through Innovation and Change in Post-Compulsory Education and Training (20 Credits)

Practice-based modules
-Practical Teaching and Professional Development (total of 40 Credits)

Teaching and assessment

We use a wide variety of teaching and learning methods which include lectures, seminars, tutorials, directed learning and group work, as well as a minimum of 100 hours of teaching practice placement. In each module, we encourage you to reflect upon your initial and continuing professional development.

The programme is led by a highly qualified team who are research active and lead on a number of national sector research projects. According to the Ofsted (2015) report, “in university-based training, trainees benefit from highly qualified research leaders in further education who enable trainees to focus on academic rigour to improve the practice of teaching”.

Facilities & location

Sunderland has been a centre for training in education since 1908.

Course location
The course is based at the Forster Building on City Campus, just a few minutes from the main Murray Library and close to Sunderland city centre. It’s a very vibrant and supportive environment with excellent resources for teaching and learning.

University Library Services
We’ve got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals so you can access the most reliable and up-to-date academic and industry articles. Some of the most important sources for your course include:
-EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals, including full-text education journals dating back to 1965
-British Education Index, which contains information on research, policy and practice in education and training in the UK
-Australian Education Index, which covers more than 130,000 documents relating to educational research, policy and practice
-Educational Resources Information Centre (ERIC), which is a comprehensive, searchable bibliographic and full-text database of research and information. Over 650 journals are indexed
-JSTOR (short for ‘Journal Storage’), which provides access to important journals across the humanities, social sciences and sciences
-Lexis, which provides access to legal information as well as full-text newspaper articles

IT provision
When it comes to IT provision you can take your pick from hundreds of PCs as well as Apple Macs in the David Goldman Informatics Centre and St Peter’s library. There are also free WiFi zones throughout the campus. If you have any problems, just ask the friendly helpdesk team.

Employment & careers

On successful completion of the course you will have a PGCE PCET, the full award for teaching in the post-compulsory education and training sector. Your new qualification can open employment prospects throughout the post-compulsory sector. Previous graduates of this course have been employed in the following areas:
-Further Education colleges
-Sixth Form colleges
-Training organisations
-Prison education

Following successful completion of the course, and once in a teaching post, you will be able to apply to the Society for Education and Training (SET) who provide the recognition route to Qualified Teacher Learning and Skills (QTLS) status through their professional formation process.

This course is also excellent preparation for continuing your studies via our Education MA.

Read less
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. Read more
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).

Course details

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, Middlesbrough College, Redcar & Cleveland College, and Stockton Riverside College. 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.

Professional accreditation

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.

What you study

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)
-Educational Theories and Concepts
-Extending Approaches to Learning and Teaching
-Introduction to Learning and Teaching
-Learning and Teaching in the Specialist Subject
-Theory and Policy in Education

Core modules (Adult Literacy Specialist award only)
-Concepts and Learning in Literacy
-Learning and Teaching in Literacy
-Theories and Frameworks in Literacy

Core modules (Adult Numeracy Specialist award only)
-Concepts and Learning in Numeracy
-Learning and Teaching in Numeracy
-Theories and Frameworks in Numeracy

Modules offered may vary.

Teaching

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.

Typically you are assessed by a combination of written assessments, reflective teaching journals, teaching portfolios, and observations of your teaching practice.

At the end of the 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.

Employability

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 also 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.

Read less
COURSE OVERVIEW. This level 7 course seeks to train and support student teachers in the field of Post-Compulsory Education and Training (PCET). Read more
COURSE OVERVIEW
This level 7 course seeks to train and support student teachers in the field of Post-Compulsory Education and Training (PCET). This includes further education, adult education, work-based training and community education.

Students will acquire the necessary skills to work as a teacher in PCET by undertaking practice-based placements as well as course work.

Students studying for a PGCE PCET at Birmingham City University will benefit from our strong partnerships, as well as learning from expert teaching staff and professionals in the workplace. We have a national reputation for our teaching education, which prepares trainees to tackle teaching in a challenging 21st century environment.

Trainees learn in a productive, modern and supportive learning environment at the faculty and can take advantage of sophisticated facilities and resources.

KEY FACTS
This course is a nationally-recognised qualification for graduates teaching in further education.

The course features a subject specialist part-time route which trains you to teach English to Speakers of Other Languages (ESOL) and also covers adult literacy and language teaching.

We have partnership arrangements with most of the large further education colleges in the West Midlands, as well as prison education units and a number of training agencies and private providers.

Full-time trainees undertake at least 150 hours of teaching in their main subject area and are all supported by a subject specialist mentor.

COURSE STRUCTURE
The course begins in September. Those on the full-time, one-year course will spend two days each week at the University and three days a week on placement.

Those enrolling on the generic part-time course, which will take two years to complete, will attend classes at the University one evening each week and will spend at least one day a week on placements each year.

Those enrolling on the ESOL/Literacy and Language part-time course, which will take two years to complete, will attend classes at the Brasshouse Language Centre (one three hour session per week) and will have at least one day a week on placements per year.

Gaining practical teaching experience is central to the course.

Students on the full-time course are required to teach for at least 150 hours over the duration of the course and to spend at least 60 days on placements. Students on the part-time course are required to teach for at least 100 hours and to spend at least 50 days on placements per year.

MODULES
• Introduction to Education and Training
• Professional Development in Teaching Practice
• Effective Teaching, Learning and Assessment
• Analysis of Inclusive Learning Resources
• Practised Based Inquiry
• ESOL, Literacy and the Learners
• ESOL, and Literacy Theories and Frameworks

Students will receive support and professional guidance from a University tutor and a work-based mentor who will monitor them during the practice of teaching.

ASSESSMENTS
Assessments are made on the basis of coursework assignments, the practice of teaching and related tasks the completion of the Professional and Minimum Core Standards. There is no final examination, however, all parts of the course must be satisfactorily completed before the award of Postgraduate Certificate in Education in Post-Compulsory Education and Training can be made.

These awards do not confer a license to practice but do form a route to Qualified Teacher/Tutor/Trainer Learning and Skills (QTLS). The PGCE PCET does not lead to Qualified Teacher Status which is required for school teaching.

EMPLOYABILITY
This course allows you to progress your career in the Post-Compulsory Education and Training sector and forms part of the route towards attaining QTLS. A high number of our trainees take up teaching positions in further education colleges, sixth form centres or training agencies.

FURTHER STUDY
The MA Education and Masters in Teaching and Learning (MTL) are flexible part-time programmes intended for those working in all education sectors, in work-based training environments or those who may have a general interest in education. Those gaining the postgraduate qualification will be entitled to enter our MA Education or MTL programme with advanced standing.

HOW TO APPLY
All applications for 2014 entry need to be made via the UCAS Teacher Training website. For more information on how to apply for a teacher training course please visit the UCAS how-it-all-works information page on the website. The UCAS Teacher Training helpline number is 0871 468 0 469.

Full-time course code: X341

Read less
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. Read more
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.

Visit the website: https://www.canterbury.ac.uk/study-here/postgraduate-taught/postgraduate-taught-courses.aspx

Course detail

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.

Suitability

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.

Content

-Award-

• Module 1 Introduction to Teaching and Learning

-Certificate-

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

Format

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.

Assessment

Assessments for each module are based on observations of teaching practice, individual reflections, entries in a progress log and academic essays/assignments.

What can I do next?

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.

How to apply

For information on how to apply, please follow this link: https://www.canterbury.ac.uk/study-here/how-to-apply/how-to-apply.aspx

Funding

-Masters Loans-

From 2016/17 government loans of up to £10,000 are available for postgraduate Masters study. The loans will be paid directly to students by the Student Loans Company and will be subject to both personal and course eligibility criteria.

For more information available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/funding-your-postgraduate-degree.aspx

-2017/18 Entry Financial Support-

Information on alternative funding sources is available here: https://www.canterbury.ac.uk/study-here/funding-your-degree/2017-18-entry-financial-support.aspx

Read less
This programme offers theoretical and practical support for those embarking on a career in Higher Education (HE). It considers different approaches to teaching and learning, grounded in educational research, and related aspects such as curriculum design and delivery and the principles and purposes of assessment. Read more
This programme offers theoretical and practical support for those embarking on a career in Higher Education (HE). It considers different approaches to teaching and learning, grounded in educational research, and related aspects such as curriculum design and delivery and the principles and purposes of assessment. It enables you to bring these considerations to bear on your own work and experience as a teacher, researcher or practitioner.

The emphasis throughout is on developing an understanding of the HE context, recognising the diversity of provision – universities, Further Education institutions, specialist institutions, professional providers – and practices, for example, in different disciplinary fields.

Visit the website https://www.kent.ac.uk/courses/postgraduate/239/higher-education

About the Centre for the Study of Higher Education

The Centre for the Study of Higher Education provides a base for postgraduate provision with a distinctive focus on the field of Higher Education. CSHE is also a focal point for research in this area, supported by seminars and events to which all postgraduate students and staff are warmly welcomed.

We offer three taught postgraduate programmes (PCert, PDip and MA in Higher Education) and a PhD in Higher Education. Taught programmes are tailored to different levels of experience and designed for you to select subject matter according to your own professional interests and role. The emphasis throughout is on developing an understanding of the Higher Education context, the diversity of provision and the implications for all aspects of academic work in the 21st century.

The PhD programme, offered on a full-time or part-time basis, is aimed at those with a professional or scholarly interest in any aspect of Higher Education who wish to develop as independent researchers in the field.

Students on our programmes come from a wide range of subject backgrounds and bring a rich variety of experiences to their work, resulting in a lively interdisciplinary dimension to taught modules and opportunities for debate.

Please note that we are unable to offer tuition or supervision in relation to other phases of education (e.g. schools), or to schoolteacher education.

Modules

The following modules are indicative of those offered on this programme. This list is based on the current curriculum and may change year to year in response to new curriculum developments and innovation. Most programmes will require you to study a combination of compulsory and optional modules. You may also have the option to take modules from other programmes so that you may customise your programme and explore other subject areas that interest you.

Assessment

Assessment is by an essay of 3,000 words or negotiated equivalent for each module.

Programme aims

This programme aims to:

- assist you to become an effective professional HE teacher informed by scholarship, research and innovation

- assist you to become an effective research worker, supervisor of research students and staff, and manager of projects (where appropriate)

- provide a sound knowledge and systematic understanding of the principal institutions, constituents and procedures of a higher education institution

- introduce you to a range of different theoretical approaches to the study of education and develop a critical awareness of education in its historical, socio-economic and political contexts

- enable you to study some selected aspects of higher education in greater depth.

Study support

- Research expertise and resources

The Centre for the Study of Higher Education has members of staff based in all faculties in the University, as well as a core team of Education specialists. Higher Education is a broad interdisciplinary field, and members of the Centre for the Study of Higher Education research and publish on a wide range of subjects. Full details can be found on individual staff webpages. The Centre draws on expertise from a range of disciplines; we offer joint supervision with other academic schools, and can accommodate a wide range of research topics.

The University library houses a growing collection of books and journals on higher education, many of which can be accessed online. You also have access to the extensive training and other resources provided through the Graduate School.

- Research seminars/events

The Centre holds regular research seminars where academic staff and postgraduate students discuss their research and work in progress. Every term we also invite a number of external speakers to give lectures and seminars. Our students have access to lively national and international research networks and conferences through the Centre’s active involvement in the Society for Research into Higher Education, the British Educational Research Association and other scholarly bodies.

- Dynamic publishing culture

Staff publish regularly and widely in journals, conference proceedings and books. Recent contributions include: Journal of Workplace Learning; Discourse; Journal of Further and Higher Education; Teaching in Higher Education; International Journal of Lifelong Education.

- Global Skills Award

All students registered for a taught Master's programme are eligible to apply for a place on our Global Skills Award Programme (http://www.kent.ac.uk/graduateschool/skills/programmes/gsa.html). The programme is designed to broaden your understanding of global issues and current affairs as well as to develop personal skills which will enhance your employability.

Research areas

Research on HE at Kent includes work on education policy, the philosophy, economics, management and politics of HE, disciplinary teaching and learning, learning technology, academic practice and sociological perspectives on academic work.

Careers

Our students are higher education professionals at various stages of their careers, ranging from early career teachers to lecturers to experienced senior leaders. Throughout, we aim to enhance students’ understanding and capacity for critical analysis of the contexts and practices of higher education.

The MA in Higher Education further encourages students to reflect upon their own professional experiences through critical engagement with topics of academic interest. After completing the MA, recent graduates have gained promotion within their existing roles, taken up new employment or commenced PhD study.

Find out how to apply here - https://www.kent.ac.uk/courses/postgraduate/apply/

Read less
Pathways. - Professional Graduate Certificate of Education (PGCE) PCET. - Professional Certificate of Education (PCE) PCET.​. Read more

Course Overview

Pathways:
- Professional Graduate Certificate of Education (PGCE) PCET
- Professional Certificate of Education (PCE) PCET.​

The PGCE PCET is aimed at graduates who want to teach in their degree subject or graduates with a further qualification in the subject area in which they aim to teach. They will also be teaching or actively seeking teaching in the post-compulsory sector of education and training. Students do not need GCSE Maths or English to apply for this course.

The PCE PCET is aimed at students with a Level 3 qualification (NVQ3, OCN 3, A Level equivalence) preferably in the subject they are teaching or want to teach. The programme is for students who have experience in their subject areas and who wish to further their experience by teaching in the PCET or lifelong learning sector. Students do not need GCSE Maths or English to apply for this course.

Graduate and non-graduate entrants will follow the same learning pattern but, in compliance with the requirements of QAA, be taught at the differentiated levels for undergraduate study in Year 2.

- Prepare to Teach
The Preparing to teach 10 week taster course is for students with a Level 3 qualification who do not wish to undertake a two-year programme of study but who want to teach. This is an equivalence of Module 1 of the PGCE or PCE. Students would then be exempt from this module should they decide to apply for the PGCE or PCE at a later date.

See the website https://www.cardiffmet.ac.uk/education/courses/Pages/Post-Compulsory-Education-and-Training-(PCET)-PGCE-PCE.aspx

Course Content

The Post Compulsory Education and Training (PCET) sector is an area of growing importance in a world of rapidly evolving economic and social change. As individuals face the need to upgrade their skills in order to meet the requires on the world of work, educators in the Post 16 sector have a key role to play in helping them to achieve their learning goals

The Cardiff Met PCET programmes have been devised to introduce you to teaching in the post compulsory education and training (PCET) sector including tertiary, further and higher education, adult and community education, vocational and 14- 19 education as well as training in the private sector or work-based learning environments. These two-year part time programmes will engage you in both academic and practical assignments.

The ethos of the programme is predicated upon student-centred learning which includes the interchange ability of staff/student roles, the pooling of intellectual resources and experiences and the structured opportunities for skills-sharing.

The general aim of the programmes is to produce teachers or trainers who can demonstrate competence across the range of roles and tasks related to the design, delivery, management and evaluation of learning. Students will leave the programme equipped with the necessary skills and knowledge that underpin the performance of those tasks expected of the professional educator or trainer in the post-compulsory sector.

The programme aims to provide a high quality and professionally appropriate experience that offers the opportunity for students to develop their abilities to plan and undertake projects related to practice; further to link their practice to theory in a critical and evaluative way. It aims to equip students with the skills to engage with the concept of reflective practice and to select areas of professional relevance for their study.

The overall aim is to create 'reflective practitioners'.
Modules:
Year 1
- Level 4 Preparing to Teach
- Level 5 Delivering Learning and Teaching
- Level 5 Reflective Practice 1

Year 2
The following modules are delivered on both programmes - the PCE PCET are delivered at Level 5 and the PGCE PCET at Level 6
- Context of PCET
- Professional Development in PCET
- Teaching and Learning Strategies in PCET
- Curriculum Planning and Design in PCET
- Subject Pedagogy and Reflective Practice 2

The Course Team reserve the right to amend the programme to ensure compliance with professional standards.

Learning & Teaching

The programme team recognises that adult learners bring with them experiences which can be used as a resource for learning. Consequently formal lectures are not a feature of this programme. We expect all sessions to involve students actively participating in their learning.

The overall emphasis will be on working together and effectively utilising the experiences and skills that the individual learners bring to the group. This student-centred approach allows students to take responsibility for their own learning. Tutors are seen as facilitators of learning, providing resources, supporting, stimulating and challenging where appropriate.

To this end the teaching methods on the programme will include:

Input from tutors. These can be useful in providing new or up-to-date information to larger groups provided there is an ongoing opportunity for questioning and participation. They will be used sparingly on the programme to generate interest in new subjects and provide information for future discussion, analysis and evaluation.

Small group work. This will be one of the key strategies utilised. The major aim of these activities will be to develop skills relating to thinking, discussion and the presentation of information. Students will be able to practise their communication skills, listen to other group members, support weaker peers and observe group dynamics in action. They will have extensive opportunities to develop their presentation skills in a safe environment and learn how to give encouraging and constructive feedback to their colleagues. Methods utilised will include:
- Ice-breaking exercises
- Team-building exercises
- Workshops
- Buzz groups and brainstorming
- Simulations
- Case-studies
- Role plays

Seminars. These will be led by programme members and will allow them to further develop their presentation and delivery skills. They will be designed to allow group members to explore issues relating to their own institutional settings or their academic specialisms.

Individualised learning periods. Directed self-study allowing programme members to learn at their own pace outside the framework of class activities. The number of hours of self-study varies for each student and it would be worth discussing this with your personal tutor at the start of the year.

Tutorials. Group members will meet with their individual tutors at regular intervals to reflect on their learning experiences, share concerns and problems and set learning targets.

Moodle is Cardiff Met’s virtual learning environment and you will be able to use this to access materials/information relating to the programme from a networked PC. Moodle will also be used for academic and social online discussion forum, blog discussions and for online learning resources.

Assessment

You may be assessed by a combination of assessment methods appropriate to the PGCE and PCE programme levels and may include:
- Written assessments (WRIT) such as reports, self-reflections, analytical documents, case studies, online blogs, peer assessments, essays;

- Presentations (PRES) and Microteaching sessions which may be individual and/or group; seminar; (non)-interactive; with audience;

- Practicals (PRAC) such as individual and/or group; coaching; mentoring;; performance;

- Portfolio (PORT) that includes a collection of evidence, frequently including a contextual statement; poster; website;

- Placements (PLAC) such as a fieldwork placement; school placement; experiencing the world of work.

The programme is continually assessed through module assignments and two hundred hours of supervised teaching experience to include 130 hours of direct teaching over the two years.

Students will undertake four observed teaching hours in Year 1 and four in Year 2. Each of these will require written preparation and also a self-evaluation report following the observation.

Employability & Careers

The PGCE and PCE PCET will qualify you to teach in Further and Higher Education, youth, adult and community education, 14- 19 sector, work-based education, training in HMForces, prison, industry and commercial training departments.

Students who have completed this course have gone on to part or full-time teaching in the post compulsory sector of education and training, usually teaching their subject and other subject related areas. All graduates leaving the course are signposted to Cardiff County Council and Cardiff Met’s Widening Access department as potential adult education tutors for outreach and summer school activities. .Some students are offered teaching opportunities by their mentor once they have graduated.

​Progression Routes:
Non-graduates successfully completing the PCE (PCET) will gain 120 credits at levels 4 and 5. Students would be able to progress on to a degree programme in their specific subject discipline.

Graduates completing the PGCE (PCET) will gain 120 credits at levels 4, 5 and 6. Students can then progress onto Masters programmes within their particular subject area.

Find out how to apply here https://www.cardiffmet.ac.uk/howtoapply

Read less
Over recent years, the Government has prioritised the expansion of physical education as a specialism in the primary sector. We will develop you as a future leader in the teaching of physical education, giving you the knowledge and skills to really promote, shape and develop the subject within a primary school setting. Read more
Over recent years, the Government has prioritised the expansion of physical education as a specialism in the primary sector. We will develop you as a future leader in the teaching of physical education, giving you the knowledge and skills to really promote, shape and develop the subject within a primary school setting.

We are an established sports education provider with a rich sporting pedigree. You will be able to immerse yourself in a supportive learning community informed by the latest research in the field and with vast experience of training the next generation of PE teachers.

We will lay the foundations for an exciting and rewarding career as a well-rounded primary school teacher, with specialist training in teaching physical education.

As part of your training, you will be placed in primary schools that have a particularly strong focus on physical education, providing the perfect setting for you to apply your theoretical knowledge and hone your practical skills while learning from experienced teachers with a specialism in PE.

We will develop your understanding of core and foundation subjects such as maths, English and history so that you can also confidently teach these subjects at primary level. At the same time, we will build your knowledge of how children learn so that you can create tailored and effective lessons.

The most effective teachers not only possess strong teaching skills but see themselves as researchers, constantly looking at new practices and assessing their own teaching methods. Self-analysis will be a fundamental aspect of your training. You will observe and evaluate different learning environments develop your understanding of diverse teaching practices and techniques. This critically reflective approach will be embedded in all aspects of your training, and should proof a useful tool to use throughout your teaching career.

We will develop your understanding of how a school functions outside of the classroom so that you are not only able to manage your class but also contribute to the successful running of the organisation.

Most trainees go on to be offered full-time positions with the schools where they completed their placement.

You can choose from two different training models.

University-led: You will develop your theoretical knowledge at our Headingley Campus, which offers a superb learning environment, modern facilities and excellent resources. Your learning will be informed by the very latest research and the expertise of our supportive teaching staff. We will organise your extensive school placements so you can apply your knowledge in a classroom setting and your placements will be timetabled to fit with your taught seminars on campus.

School Direct: For the vast majority of your course, you will be based in your provider school or schools, learning on the job while being supported by experienced teachers and mentors. You will attend our Headingley Campus one day a week (usually a Friday) for key module seminars.

Visit the website http://courses.leedsbeckett.ac.uk/PGCE_primaryPE

Mature Applicants

Our University welcomes applications from mature applicants who demonstrate academic potential. We usually require some evidence of recent academic study, for example completion of an access course, however recent relevant work experience may also be considered. Please note that for some of our professional courses all applicants will need to meet the specified entry criteria and in these cases work experience cannot be considered in lieu.

If you wish to apply through this route you should refer to our University Recognition of Prior Learning policy that is available on our website (http://www.leedsbeckett.ac.uk/studenthub/recognition-of-prior-learning.htm).

Please note that all applicants to our University are required to meet our standard English language requirement of GCSE grade C or equivalent, variations to this will be listed on the individual course entry requirements.

Careers

Completing this course will enable you to be recommended for Qualified Teacher Status. Subject to ratification by the Department for Education, You will then be qualified as a primary school teacher, with a specialism in physical education.

Careers advice: The dedicated Jobs and Careers team offers expert advice and a host of resources to help you choose and gain employment. Whether you're in your first or final year, you can speak to members of staff from our Careers Office who can offer you advice from writing a CV to searching for jobs.

Visit the careers site - https://www.leedsbeckett.ac.uk/employability/jobs-careers-support.htm

Course Benefits

We have more than 100 years' experience of teacher training and you'll be supported by an experienced course team determined to see you flourish as an innovative primary school teacher who specialises in physical education. You will become part of a supportive teaching and learning community, where you will be able to pick up advice and tips from your course tutors and share ideas on lesson plans and classroom experiences with your fellow students.

Helping you to develop your confidence, identity and style through a critically reflective approach to your practice will form a fundamental element of your training.

To help with your preparations for your course, you will have the opportunity to attend an outdoor experience during induction, where you will meet your tutors and fellow trainees, start to develop your support networks and discover how the outdoors can be used to inspire physical education and your teaching.

Regardless of which training model you follow, you will gain substantial training in a school environment. Many of the partnership schools involved in the delivery of your course are located in and around Leeds to ensure your travelling is limited and you will have the maximum time to prepare your lessons. You will complete three teaching placements in at least two contrasting schools, receiving support from your school mentor and University tutors.

You will learn from lecturers who have been practising teachers and are now active in educational research, benefiting from their practical experience and theoretical knowledge.

We provide ongoing training for all newly qualified teachers. On successful completion of your course, you will be able to enrol on our Newly Qualified Teacher module, providing you with another valuable element of support and coaching as you start your teaching career.

There's lots of support available to help you fund your teaching training. Depending on your degree class, the subject you want to teach and the training programme you follow, you could be eligible for a bursary, scholarship or even a salary.

For more information, visit the National College for Teaching & Leadership website (https://getintoteaching.education.gov.uk/bursaries-and-funding).

Dr Tom Dobson

Senior Lecturer

"Training to teach at Leeds Beckett University gives you the best of both worlds. On campus, you will benefit from the expertise of our published academics; in schools and settings, you will learn from outstanding partner teachers."

Having taught English in secondary schools as well as undertaking writing projects in local primary schools, Tom completed his PhD which focused on boys' writing during the transition stage from primary to secondary school. His thesis was recently published by Sense Academic Publishers.

Facilities

- School Practice Collection
Our School Practice Collection offers a wide range of journals, electronic resources and equipment selected specifically to help you prepare for your teaching practice.

- Library
Our Library is open 24/7, every day of the year. However you like to work, we have got you covered with group and silent study areas, extensive e-learning resources and PC suites.

- Headingley Campus
Our historic Headingley Campus is set in nearly 100 acres of parkland and offers easy access to Leeds city centre.

Find out how to apply here - http://www.leedsbeckett.ac.uk/postgraduate/how-to-apply/

Read less
The Professional Education and Training MA will develop the skills and knowledge needed to operate, manage and lead effectively in a role responsible for… Read more
The Professional Education and Training MA will develop the skills and knowledge needed to operate, manage and lead effectively in a role responsible for enhancing expertise and performance in the public or private sector, in professions such as accountancy, law or professional services, as well as adult, community, further, higher and professional education, or in work-based training and human resource development.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/professional-education-training-ma

Key Information

- Application dates
All applicants:
Open: 19 October 2015
Close: 29 July 2016

English Language Requirements

If your education has not been conducted in the English language, you will be expected to demonstrate evidence of an adequate level of English proficiency.
The English language level for this programme is: Special. Only the IELTS is accepted. Applicants must obtain an overall grade of 7.0 with a minimum of 6.5 in the reading subtest and 6.0 in the writing subtest.
Further information can be found on our English language requirements page http://www.ucl.ac.uk/prospective-students/graduate/life/international/english-requirements .

International students

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website http://www.ucl.ac.uk/prospective-students/international .

Degree Information

This programme will give students critical insight into a range of theories, perspectives and approaches for studying policies and practices in professional education and training and how they might apply these in their workplace. It will develop understanding of conceptual and analytical frameworks in professional education and training and how they can be used to develop expertise.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), and either two optional modules (60 credits), and a dissertation (60 credits), or three optional modules (90 credits) and a report (30 credits).

- Core Modules
Professional Enquiry
Professionalism and Expertise: Theories and Perspectives

- Optional Modules
Learning and Teaching for Adults
Learning and Working in International Contexts
Perspectives on Adult Literacy, Language and Numeracy
Vocational Learning: Policy and Practice

- Dissertation/report
All students submit either a dissertation of 20,000 words or a report of 10,000 words.

Teaching and Learning

Teaching is delivered both face-to-face and online and includes lectures, plenary discussion/question and answer sessions, small group work and tutorials. In addition, online students use whiteboard, audio channel, text chat, polling, discussion groups, desktop sharing and breakout rooms. Assessment is by written assignments, portfolio and a dissertation or report.

Funding

Scholarships relevant to this department are displayed (where available) below. For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships .

- IOE Centenary Masters Scholarships
Value:
Eligibility: Overseas students
Criteria:

- IOE Centenary Research Scholarships
Value:
Eligibility: EU students
Criteria:

- IOE COLFUTURO Fee Partnership
Value: UCL provides a 50% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria: Based on academic merit

- IOE Commonwealth Distance Scholars
Value: Fees and some expenses
Eligibility: Overseas students
Criteria:

- IOE CONICyT Fee Partnership
Value: IoE provides a 20% contribution towards tuition fees. (1 year)
Eligibility: Overseas students
Criteria:

- IOE Erasmus Bursary
Value: £350/month (1)
Eligibility: UK, EU, Overseas students
Criteria:

- IOE Fulbright
Value:
Eligibility: Overseas students
Criteria:

- IOE Vietnam International Education Development Scholarships - PGT
Value:
Eligibility: Overseas students
Criteria:

- IOE Windle Trust Scholarship
Value:
Eligibility: Overseas students
Criteria:

More scholarships are listed on the Scholarships and Funding website http://www.ucl.ac.uk/prospective-students/scholarships

Careers

This is a new MA programme. Graduates of similar programmes in this area are currently working in a variety of sectors. Some are working as lecturers in FE, adult and community learning and higher education institutions, while others have jobs as human resources managers or consultants. Graduates in this area can also be found working as academic standards and quality managers and team leaders in adult education.

Why study this degree at UCL?

The Department of Education, Practice and Society is a multi-disciplinary department at UCL Institute of Education bringing together a diverse community of researchers with expertise in the social sciences who have a common interest in exploring learning in all its settings (formal, non-formal and informal).

The department has extensive expertise and experience in research, knowledge transfer and consultancy in the UK, Europe and Asia, working closely with transnational bodies, such as, the Organisation for Economic Co-operation and Development, government departments (Department for Education, Department for Business, Innovation & Skills) as well as with regional organisations, employer organisations, national institutes, and international organisations.

Application and next steps

- Applications
Students are advised to apply as early as possible due to competition for places. Those applying for scholarship funding (particularly overseas applicants) should take note of application deadlines.

- Who can apply?
This programme is designed for those working in the private or public sector in a management, leadership or development role responsible for enhancing the expertise and performance of their team. This includes professionals working in accountancy, law, professional services, adult, community, further and higher education, work-based training and human resource development.

What are we looking for?
When we assess your application we would like to learn:
- why you want to study Professional Education and Training at graduate level
- why you want to study Professional Education and Training at UCL
- what particularly attracts you to the chosen programme
- how your academic and professional background meets the demands of this challenging programme
- where you would like to go professionally with your degree

Together with essential academic requirements, the personal statement is your opportunity to illustrate whether your reasons for applying to this programme match what the programme will deliver.

For more information see the Applications page http://www.ucl.ac.uk/prospective-students/graduate/apply .

Read less
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. Read more
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).

Why come to York?

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.

Programme Aims

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

Programme Content

Term 1
-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:
-Bilingualism
-Citizenship education
-Cross-linguistic influences in second language acquisition
-Discourse Analysis
-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

Term 2
-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
-Developmental Psycholinguistics
-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

Term 3
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.

Assessment

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

Careers

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.

Read less
This course is a way to build on your professional skills and educational leadership. Are you a teacher or educationalist who would like to develop your professional practice? The aim of this course is to support your career development while also enabling you to develop advanced research and study skills. Read more
This course is a way to build on your professional skills and educational leadership.

Course overview

Are you a teacher or educationalist who would like to develop your professional practice? The aim of this course is to support your career development while also enabling you to develop advanced research and study skills.

This full-time course develops your professional practice as a teacher or educationalist. You will learn advanced research and study skills while acquiring Masters-level knowledge that is shaped by your personal interests and career aspirations.

We also offer a part-time Education MA and a distance learning Education MA, which may suit you if you need more flexible studying options.

There are four titles for the MA available, depending upon the modules chosen for study. The titles available are:
-MA Education (Generic)
-MA Education (Advanced Professional Practice - Secondary)
-MA Education (Advanced Professional Practice - Primary)
-MA Education (Special Educational Needs, Disability and Inclusion)

The content of the course can be tailored to your particular interests, with a range of modules available from our MA suite. Options may include ‘Advanced Pedagogical Practice’, ‘Assessment Theory into Pedagogical Practice’ and ‘Leading Organisational Effectiveness in Education’. You can also choose to undertake a negotiated individual study in education. For those who are returning to higher education, we provide plenty of support including classes to assist with academic writing.

MA Education (Special Educational Needs, Disability and Inclusion): This specialism is designed for professionals who are involved with Special Educational Needs and Disability (SEND). The course equips you to develop SEND provision, allowing young people to reach their full potential in school and to make a successful transition into adulthood while continuing your broader professional development and also the opportunity to acquire Masters-level skills in research and analysis.

The research element of the course is excellent preparation if you decide to go on to a higher degree such as a PhD. The research element is supported by the University’s Centre for Pedagogy whose specialisms include teaching styles, motivation, human relationships in learning and comparative education.

Most people who join the course already have a PGCE or another teaching qualification. Your written outputs, together with the experiences and activities of the course, will provide a portfolio of evidence that can open up new opportunities and a fresh stage in your career.

For more information on the part time version of this course, please view this web-page: http://www.sunderland.ac.uk/courses/educationandsociety/postgraduate/education-generic-part-time/

Course content

This course offers considerable flexibility over the choice of modules from our MA suite. At Masters level, responsibility for learning lies as much with the student as with the lecturer. The course is structured as follows:
-You will choose three option modules from the MA suite (30 Credits each)
-You will complete the core module ‘Research Methods in Education’ (30 Credits)
-You will also undertake a Masters project/dissertation (60 Credits)

Modules in the MA suite may include the following:
-Development of Learning: A Case Study (30 Credits)
-Negotiated Individual Study in Education (30 Credits)
-Advanced Pedagogical Practice (30 Credits)
-Leading Organisational Effectiveness in Education and Training (30 Credits)
-Assessment Theory into Pedagogical Practice (30 Credits)
-Approaches to Teaching and Learning for Learners with Special or Additional Needs (30 Credits)
-Barriers to Learning (30 Credits)
-Inclusive Education (30 Credits)

Teaching and assessment

We use a wide variety of teaching and learning methods which include tutor input, seminars, workshops, support sessions, collaborative group work and discussion, tutorials, presentations, interactive practical sessions and directed private study.

Compared to an undergraduate course, you will find that this Masters course requires a higher level of independent working. Assessment methods include written assignments including the dissertation and oral and written presentations.

Facilities & location

The University of Sunderland has been a centre for training in education since 1908.

Course location
The course is based at our Sir Tom Cowie Campus at St Peter’s. The Campus is on the banks of the River Wear and is less than a mile from the seaside. It’s a vibrant learning environment with strong links to educational institutions and a constant exchange of ideas and people.

The campus also includes the Prospect Building – which mirrors our City Campus Gateway style in the main reception area. It also is home to the main campus library as well as several catering areas, which look out onto the river. Prospect Building underwent a recent 1.25m re-development to ensure it continues to meet the needs of the modern day student.

University Library Services
We have got thousands of books and e-books on education topics, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals so you can access the most reliable and up-to-date academic and industry articles.

Some of the most important sources for your course include:
-EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals, including full-text education journals dating back to 1965
-British Education Index, which contains information on research, policy and practice in education and training in the UK
-Australian Education Index, which covers more than 130,000 documents relating to educational research, policy and practice
-Educational Resources Information Center (ERIC), which is a comprehensive, searchable bibliographic and full-text database of research and information. Over 650 journals are indexed
-JSTOR (short for ‘Journal Storage’), which provides access to important journals across the humanities, social sciences and sciences
-Lexis, which provides access to legal information as well as full-text newspaper articles

IT provision
When it comes to IT provision you can take your pick from hundreds of PCs as well as Apple Macs in the David Goldman Informatics Centre and St Peter’s library. There are also free WiFi zones throughout the campus. If you have any problems, just ask the friendly helpdesk team.

Employment & careers

On completing this course, your skills and understanding will be enhanced for roles in teaching, educational management and other educational settings.

Higher salaries are available for those who develop their professionalism and achieve the status of Excellent Teacher or Advanced Skills Teacher.

Teachers who take on additional responsibilities such as the co-ordination of provision for those with Special Education Needs can also expect to command a higher salary.

Past graduates from this course have gained employment in roles such as the following:
-Special needs and inclusion
-Senior management in education
-Special Educational Needs teacher

A Masters qualification also gives you broader career options including possible roles in lecturing, journalism, the media and arts administration. The research elements of a Masters course prepare you for further postgraduate studies at doctoral level.

Read less
Our full-time Master’s in Education provides an opportunity to study educational issues in depth and the programme will cover policy, practice and education theory within an international context. Read more
Our full-time Master’s in Education provides an opportunity to study educational issues in depth and the programme will cover policy, practice and education theory within an international context. Education is much more than the study of teaching. It is designed to get you questioning the assumptions that lie beneath educational policy and practice.

COURSE STRUCTURE AND CONTENT

Education Studies forms part of the Professional Master’s Programme within the School of Education and offer a mixture of theory and practice with professional development within a global and international context.

Students come from a wide range of countries - from Cyprus, the Gambia, the United States, Germany, Indonesia, China, Japan, and so on, as well as the United Kingdom. They also come from many backgrounds. Some have educational studies as a first degree while others have been marine biologists, musicians or experts in fibre optics. We welcome this diversity. All come, however, with a good first degree and a thirst to know more about education:

• What is the nature of learning and teaching in different countries and cultures?
• What is the relationship between education and the economy?
• How is education changing as it enters the market place?
• How are education systems managed?
• Who takes decisions about the curriculum and teaching?
• How far do governments control education?
• How far should they go?
• What is the role of professional educators?
• What will be the role of schools and universities in the future?
• What is the future for education in the knowledge economy?
• Is education becoming an ‘instrument’ of capitalism?

COMPULSORY MODULES

There are four compulsory modules and a dissertation:

• Research and the Professional Part 1 will improve your awareness of how to do educational research, covering topics from e-Literacy and the application of research library skills, through to epistemological and ontological questions that underpin research. The module will help you find the direction you wish to take with your own dissertation and give you time to examine and question research undertaken by fellow students.

• Research and the Professional Part 2 (Research Project Preparation) further develops your understanding of research and of your ability to engage critically with theoretical texts. Flexible learning themes are used in contact sessions, but mostly freestanding materials are used to structure the communication between you and your specialist tutor and produce clarity and enthusiasm for your main area of enquiry through a negotiated project action plan.

• Education, Politics and Society explores how education can be understood in a complex and changing world where education is a significant factor in economic growth and competition. You will learn to question how governments attempt to control education processes and outcomes and examine the impact of recent policy initiatives.

• Learning and Knowledge Technology concentrates on linking pedagogical theory with ICT tools and applications across the curriculum. It examines how technological tools can be integrated into teaching and learning in all educational sectors.

OPTIONAL MODULES

You also take two additional optional modules that allow for further in-depth study. There is also other modules from the part-time programme that may be relevant to your intended career.

• International Education and Globalisation looks at education within a global context and deals with issues like ‘antiglobalisation’ ‘terrorism’ and ‘cultural resistance’. It examines the nature of the entrepreneurial university, the idea of the ‘knowledge economy’, and the way governments have systematically used the curriculum for nation building.

• Global Citizenship reflects a concern in the twenty-first century for a curriculum that is increasingly expected to be responsive to a range of social and political needs, e.g. citizenship education, and the need for pupils to acquire a global perspective. It examines history, principles, research and educational practice where these fields converge as global citizenship.

• Education Policy is about the politics of education. At its core is the examination of who makes policy and the comparison of the UK with other countries, making links with global issues.

• Language, Ideology and Education looks at the way language mediates and constructs educational matters. It draws from Foucault and Fairclough for its rationale, and uses wide ranging educational discourses to illustrate its theoretical stance.

• Education in the Social and Cultural Context of the UK is devised for overseas students who need a clearer awareness of the social and cultural backdrop to UK education. Tailored to student’s interests and needs, it can include school and cultural visits.

TEACHING METHODS AND RESOURCES

Modules are taught through lectures and small group seminars. There are also individual tutorials and good opportunities for extended discussion with tutors. Analysis of ideas through discussion is the key to teaching and learning in the programme. Some lectures and seminars occur during the day. Others take place from late afternoon.

EMPLOYABILITY

Many of our students seek new career paths to educational management, training or in related fields, maybe in their non-UK home. Some wish to continue their undergraduate expertise in Education Studies and gain a broader and deeper view of education. Others wish to gain employment in , say, a museum or gallery setting, while others start with the intention of taking their studies further – to PhD level – and seek eventual employment in an academic institution.

ASSESSMENT METHODS

There are no written exams and each module is assessed by coursework. This typically involves an essay of 2,500 words for a 15 credit module and 5,000 words for a 30 credit module. Sometimes assessment is by verbal presentation. The dissertation is 15,000–20,000 words and worth 60 credits. It focuses on an area mutually agreed with a specialist tutor who also offers guidance and support in the writing of the dissertation. To achieve the award you will need 180 credits in total.

Read less
Aspire to teach? This PGCE PCET course will put you on the right track to becoming a teacher in the post-compulsory education and training sector. Read more
Aspire to teach? This PGCE PCET course will put you on the right track to becoming a teacher in the post-compulsory education and training sector.

Course overview

The course is popular with graduates from subjects that are not widely taught in secondary school, such as health and social care, psychology, sport science and dance.

This part-time pre-service PGCE PCET course is ideal for professionals who want to share their knowledge and teach young people and adults, while combining study with work and family commitments.

Explore theory in practice through a minimum of 50 hours teaching practice per year in the learning and skills sector. Benefit from the opportunity to design, deliver, assess and evaluate teaching and learning real-world classroom setting. Improve your teaching skills, reflect on your progress and learn under the guidance of a mentor in your specialist subject area. Please note you will be expected to pay travel and subsistence costs.

According to the 2015 Ofsted inspection, “the training of good-quality further education and skills teachers enables them to make a valued contribution to the colleges and settings in which they work”.

The course is directly informed by the national and international research of the teaching team, and benefits from its direct link to SUNCETT, our Centre for Excellence in Teacher Training.

This pre-service course is for graduates who don’t have previous experience of teaching. If you are already employed in the PCET sector, we also offer an in-service part-time PGCE (PCET) course.

Course content

This course provides taught elements to guide and develop your practical teaching and make progress with your professional development. Modules on this course include:
Theory-based modules
-Preparing to Teach in the Lifelong Learning Sector (20 Credits)
-Developing Theories of Teaching, Learning and Assessment in Post-Compulsory Education and Teaching (20 Credits)
-Contextualising Policy and Curriculum in Post-Compulsory Education and Training (20 Credits)
-Enhancing Subject Specialist Learning through Innovation and Change in Post-Compulsory Education and Training (20 Credits)

Practice-based modules
-Practical Teaching and Professional Development (20 Credits)
-Advanced Subject Specialist Teaching and Professional Development (20 Credits)

Teaching and assessment

Contact time is four hours per week in an encouraging and productive learning environment.

A team of highly experienced and research-active teachers and teacher-educators will help you develop your knowledge and refine your teacher practice. According to the Ofsted 2015 report “trainees benefit from highly qualified research leaders in further education who enable trainees to focus on academic rigour to improve the practice of teaching.”

We use a wide variety of teaching and learning methods which include interactive teaching, classroom seminars, tutorials, directed learning and group work and practical teaching workshops. Assessment methods include assignments, seminars, presentations and formative and summatively assessed observations of teaching.

Facilities & location

Sunderland has excellent facilities that have been boosted by multi-million pound redevelopments.

Course location
The course is based at the Forster Building on City Campus, just a few minutes from the main Murray Library and close to Sunderland city centre. Sunderland is a very vibrant and supportive environment with excellent resources for teaching and learning.

University Library Services
We’ve got thousands of books and e-books related to social studies, with many more titles available through the inter-library loan service. We also subscribe to a comprehensive range of print and electronic journals so you can access the most reliable and up-to-date academic and industry articles. Some of the most important sources for your course include:
-Project Muse, which provides over 180 full-text humanities and social sciences journals
-JSTOR (short for ‘Journal Storage’), which provides access to important journals in the humanities, social sciences and sciences
-Lexis, which provides access to legal information as well as full-text newspaper articles
-Professional Development Collection, which features hundreds of education journals and reports
-Psychology and Behavioural Sciences Database, which includes full-text journal articles on topics spanning emotional and behavioural sciences, psychiatry and psychology
-Community Care Inform, which helps professionals who work with children and young people to make, and evidence, their decisions
-EBSCO Professional Development Collection, which is a specialised collection of over 500 education journals

IT provision
When it comes to IT provision you can take your pick from hundreds of PCs as well as Apple Macs in the David Goldman Informatics Centre and St Peter’s Library. There are also free WiFi zones throughout the campus. If you have any problems, just ask the friendly helpdesk team.

Employment & careers

This course is a route into teaching, which can be a rewarding career with excellent job security. According to the University and College Union (UCU), typical salary at advanced teacher and training level is £40,000.

Your new qualification can open prospects throughout the post-compulsory sector and many institutions provide full-time employment to students after completing their teaching practice.

Following successful completion of the course and once in a teaching post, you will be able to apply to the Society for Education and Training (SET) who provide the recognition route to Qualified Teacher Learning and Skills (QTLS) status through their professional formation process.

Eight of the top ten occupations are related to education, including teachers and teaching assistants (HECA 2014). Graduates from this course have been employed in the following areas:
-Adult and compulsory education centres
-Sixth Form colleges
-General or specialist college of further education
-Prison and youth offender organisations
-Commercial and voluntary sector training

Read less
The most recent Ofsted inspection (June 2014) judged Edge Hill University’s initial teacher education for further education to be Outstanding. Read more
The most recent Ofsted inspection (June 2014) judged Edge Hill University’s initial teacher education for further education to be Outstanding. The report commended “the exceptionally high-quality training in further education” which “develops deeply reflective trainees, guided by expert mentors who help them to attain outstanding outcomes.”

This programme carries eligibility for Qualified Teacher Learning and Skills (QTLS) status. Since April 2012, QLTS has been approved by the Department for Education as being equivalent to Qualified Teacher Status (QTS) for schools and therefore there is the possibility of teaching in a school if your specialist subject is part of the curriculum for the given age range.

A PGCE in Further Education and Training will provide you with an endorsed qualification that can be used to teach or train in the Further Education / Lifelong Learning sector. It is suitable for those who are looking to enter teaching in the sector for the first time, as well as those who are already working in further education, a work-based learning setting, the voluntary sector or in public sector training such as the Police, Fire Service, Health Service and Prison Service. The programme will provide you with a wide range of practical skills and the insights to support you in becoming a confident and credible teacher or trainer of the highest quality.

What will I study?

This is a practice-focused programme which will equip you with the skills and knowledge required to become an outstanding teacher and trainer in the Further Education and Training sector.

The programme will develop your professionalism, consider what makes highly effective teachers and trainers, and explore current issues in the Lifelong Learning sector. You will gain a detailed understanding of the Professional Standards for Teachers and Trainers in Education and Training through a combination of self-evaluation, action planning and reflection.

Selecting an optional module in English/Literacy, Maths/Numeracy or Special Educational Needs and Disabilities (SEND), you will enhance your knowledge of effective curriculum design and development, examine the impact of resources and learning technologies, and evaluate innovative and creative approaches to teaching, learning and assessment in your chosen subject area.

How will I study?

The programme is delivered through a combination of lectures, seminars, tutorials and workshops, as well as professional practice.

Attendance is typically two days per week on campus, with three days per week dedicated to professional practice. Please note, your professional practice requires a minimum of 100 hours teaching.

How will I be assessed?

Assessment is through coursework and observations of teaching and training. The assessment strategies are varied but place a significant focus on developing knowledge and skills that will be useful in practice. Portfolios of evidence, drawn from the trainee’s practice, encourage the development of innovation in teaching and learning activities.

During the programme each trainee will be observed eight times. These observations will be shared between tutors and work-based mentors. This approach offers you feedback not only on generic aspects of teaching but also the teaching of your subject specialism.

There are no formal written examinations as part of the current assessment methods on this programme.

Who will be teaching me?

You will be taught by experienced tutors and work-based mentor trainers who are specialists in their subject area.

What are my career prospects?

Successfully completing this PGCE will give you a distinct advantage as you seek employment as a teacher in further education and training.

The programme is specifically designed to allow you to demonstrate achievement of the Professional Standards for Teachers and Trainers in Education and Training. These Professional Standards, published in May 2014, stipulate the minimum professional requirement in terms of knowledge, skills and professional values. Once you have completed this programme and are active as a teacher, trainer or tutor in the sector, you will be eligible to apply for Qualified Teacher Status Learning and Skills (QTLS) as part of the professional formation process.

For those candidates who may be experienced, and even qualified, within their professional sector, e.g. police and NHS trainers, undertaking a nationally recognised qualification may offer wider employment opportunities.

Read less
We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Read more
We offer research supervision relating to education and welcome enquiries about possible research topics, both theoretical and empirical. Many of our research students are also practising professionals carrying out research related to their work- http://www.gold.ac.uk/pg/mphil-phd-education/

The The Department of Educational Studies has over 50 research students from the United Kingdom, Europe and many other countries overseas.

We are particularly interested to hear from those who would like to work within areas such as:

action research in education
art in education
bilingualism in education
children and popular culture
comparative education and international work
comprehensive education
creativity
curriculum policy and practice
development of literacy
digital technologies and education
drama in education
early childhood education and cultural diversity
early literacy and bilingualism
English in education
equity and social justice
family learning in multilingual contexts
gender studies
history of education
identities, cultures and the curriculum
non-formal education
out-of-school learning
policy and its contestation
race and education
science in education
sexuality and education
social class and education
spatial aspects of education
teaching of reading
visual cultures and education

Research students in Education typically use a range of qualitative methods including ethnographic approaches, observation, narrative methods, discourse analysis, video analysis, and life histories.

The MPhil programme offers the opportunity for the student to continue their research to a PhD.

Contact the department

If you have specific questions about the degree, contact Martha Giles.

Programme aims

To help you:

Identify appropriate issues of educational significance for your enquiry
Select appropriate methods and methodologies by which to investigate these
Appreciate the epistemological and technical assumptions that underpin this choice
Design and execute a well-founded enquiry
Analyse and interpret findings with accuracy, rigour and originality
Identify the practical and professional implications of educational enquiry

Structure

We ensure that you are supported by highly qualified supervisors with whom you work to a mutually agreed timetable and maintain regular tutorial contact throughout your research. An induction and research training programme is provided and you are normally expected to follow this. There is an annual appraisal of your progress, and every effort is made to ensure good communication between yourself, your supervisor and other relevant members of staff.

Students have additional support from the Goldsmiths Graduate School, where there is a lively programme of interdisciplinary seminars, as well as core research training to support your studies. The Graduate School also has its own virtual research community, running in parallel to the physical School and providing online seminars and research training programmes.

All MPhil students and academic staff are invited to research seminars run by the Department’s three Research Centres: the Centre for Language, Culture and Learning (CLCL), the Centre for the Arts and Learning and the Centre for Identities and Social Justice. In addition to academics from inside and outside the University, research students also have an opportunity to contribute to seminars on work in progress.

Facilities

In addition to the facilities available in the Graduate School the Department has good facilities for research students including a study room with networked computers, scanner and printers.

Assessment

Thesis and viva voce.

Department

Education at Goldsmiths is ranked 8th in the UK for the quality of our research**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

As a department we’re interested in seeing what education can tell us about the social, political and economic forces of our times. And what these forces mean for the everyday lives of individuals and groups.

We see education as a window through which to view the world, and as something with the power to define who we are and how we live.

That’s why our research delves into areas including culture and identity, gender, multilingualism, and youth cultures, and why we maintain a commitment to social justice and inclusion.

How to apply

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body.

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Research proposals

Along with your application and academic reference, you should also upload a research proposal at the point of application.

This should be in the form of a statement of the proposed area of r