• University of Glasgow Featured Masters Courses
  • University of Derby Online Learning Featured Masters Courses
  • Xi’an Jiaotong-Liverpool University Featured Masters Courses
  • Goldsmiths, University of London Featured Masters Courses
  • St Mary’s University, Twickenham Featured Masters Courses
  • Coventry University Featured Masters Courses
  • New College of the Humanities Featured Masters Courses
  • Cardiff University Featured Masters Courses
Middlesex University Featured Masters Courses
Queen’s University Belfast Featured Masters Courses
University of Reading Featured Masters Courses
Ulster University Featured Masters Courses
Bath Spa University Featured Masters Courses
"teaching" AND "learning"…×
0 miles

Masters Degrees (Teaching And Learning)

  • "teaching" AND "learning" ×
  • clear all
Showing 1 to 15 of 8,626
Order by 
COURSE OVERVIEW. The Masters in Teaching and Learning (MTL) is principally designed to support professional learning entirely in a school, college or partnership context. Read more
COURSE OVERVIEW
The Masters in Teaching and Learning (MTL) is principally designed to support professional learning entirely in a school, college or partnership context. The MTL approach involves individual and collaborative practice-based enquiry, guided by a tutor and linked to institutional development priorities.

KEY FACTS
• Based in the workplace, the MTL focuses on day-to-day practice.
• The programme is personalised, so you can choose areas to develop, research and study.
• Designed to support the development of teaching and learning skills, the MTL helps you to develop an open and questioning mind-set through an enquiry approach, enabling you to embrace change, challenges and opportunity.
• You will work collaboratively alongside colleagues with the support and guidance from an experienced tutor throughout the course.
• The MTL integrates with your current role and institutional professional development and can support promotion.
• The course will provide you with the opportunities to undertake academic study and prepare you for even higher study in the long term.
• It is possible to use evidence from previous study or experience relevant to the subject to claim for Accreditation of Prior Certificated Learning (APCL) or Accreditation of Prior Experiential Learning (APEL).

Please note that completion of this course does not lead to qualified teacher status (QTS).

COURSE STRUCTURE
STAGE 1: Leading to PGCert in Education.
Choose modules up to 60 credits from the below. These modules are optional, but highly recommended for those new to master’s level study. You may choose, with guidance, one of these modules at 30 credits, both modules at 15 credits or both modules at 30 credits, depending on their study needs and previous experience. In place of these modules, you may select one or two 30 credit modules from Stage 2. You may also choose a module from our MA Education at this point.

Reflecting on professional practice (15/30 credits)
Developing professional enquiry skills (15/30 credits)

STAGE 2: Leading to PGDip in Teaching and Learning.
Choose a further two 30 credit modules from:

Teaching and learning, personalisation and assessment for learning (30 credits)
Subject knowledge and curriculum development (30 credits)
Learner development and inclusion (30 credits)
Leadership and management, working with others (30 credits)

STAGE 3: Leading to Masters in Teaching and Learning

Professional Practice Enquiry (60 Credits) including proposal stage and dissemination to workplace colleagues.

ASSESSMENT
An audit of professional practice leading to an action plan at the start of each module assignment, which will also be used with tutors to monitor and evaluate progress.

Assignments are designed to develop enquiry skills and critical reflection, through implementing actions, gathering workplace evidence and relating findings to relevant literature. Students are also expected to disseminate findings to colleagues in support of professional and organisational development, choosing an appropriate format.

FURTHER STUDY
Graduates of the course can apply to take further research study options. The faculty has a thriving research programme leading to MPhil and PhD. We welcome enquiries from teachers interested in undertaking research in any aspect of education practice or policy, from early years, via primary and secondary schools, academies and colleges, through to further and higher education, and lifelong learning.

EMPLOYABILITY
This course affords the opportunity to fulfil continuous professional development requirements providing the opportunity for career enhancement.

HOW TO APPLY
Please apply direct to the faculty using our online application form http://www.bcu.ac.uk/courses/apply-online/lss

Read less
What we offer. -For each module, one day attendance at the University. 0Individual support with school-based enquiry. 0Training for a school based coach to support students on the programme. Read more
What we offer:
-For each module, one day attendance at the University
0Individual support with school-based enquiry
0Training for a school based coach to support students on the programme
0On-line and face-to-face academic tutorial support
0Full access to the University’s Learning Resource Centre and virtual learning environment

The MTL covers four core content areas:
-Teaching and learning
-Subject knowledge
-How children and young people develop
-Leadership and management

Why choose this course?

The MTL has been developed to help teachers improve their practice by applying evidence and insight to their teaching.

The programme is school-based and the focus is on the personal professional development of teachers. The MTL will help to stimulate and embed a culture of lifelong learning and peer support within schools, maximising the potential of both staff and pupils.

The programme provides high quality professional development opportunities for both participants and school-based coaches.

Teaching methods

This personalised, school-based Master's programme provides a unique opportunity for individuals and groups of teachers to enquire into their own practice whilst addressing school improvement priorities.

Structure

Year 1
Core Modules
-Assessment and Inclusion
-Teaching and Learning

Optional
-Enquiry Skills
-Leadership and Management
-Professional Practice Enquiry 1
-Professional Practice Enquiry 2

Year 2
Optional
-Assessment and Inclusion
-Enquiry Skills
-Leadership and Management
-Professional Practice Enquiry 1
-Professional Practice Enquiry 2
-Teaching and Learning

Year 3
Optional
-Assessment and Inclusion
-Enquiry Skills
-Leadership and Management
-Professional Practice Enquiry 1
-Professional Practice Enquiry 2
-Teaching and Learning

Read less
This exciting programme prepares registered healthcare professionals for a variety of teaching and learning roles within higher education and professional practice. Read more
This exciting programme prepares registered healthcare professionals for a variety of teaching and learning roles within higher education and professional practice. Nurses, midwives and allied health professionals will undertake a range of authentic teaching and learning activities to develop education focussed knowledge, skills and competence within your role. The programme and modules have been approved by the Nursing and Midwifery Council and the Higher Education Academy and has three main routes which are selected according to your role and professional background. They include:

Practice Teacher / Educator to support Specialist Community Public Health Nursing/Specialist Practice Nursing (NMC Stage 3) and nurse/allied health education in clinical practice.
Teacher to support nurse, midwifery and Specialist Practitioner/ Specialist Community Public Health Nursing provision (NMC Stage 4) and equivalent allied health education.
Higher Education Academy Fellowship (UKPSF Descriptor 2) to support Higher Education provision of nurse education, midwifery and Specialist Community Public Health Nursing programmes. Routes 2 and 3 may be completed together.

Route 1 (module TE7031) and Route 3 (Module TE7032) consist of one module per route and do not require the full programme to be studied. If you wish to undertake either of these routes then please contact our programme administration team to apply for a single module registration by emailing the programme administration team, at quoting the appropriate module number.

The programme employs contemporary methods of delivery to enhance the student experience; the aim being to develop critical and autonomous practitioners who are able to make well informed decisions in relation to educational practice and have effective, transferable employment related skills. Practitioners will work with their mentors within higher education and clinical practice and actively engage with a range of teaching and learning opportunities within higher education and clinical environments to achieve professional teaching standards.

This programme design is underpinned by aims outlined in the University’s Corporate Strategy (2013-18) to provide participants with a high quality programme that is informed by research rich learning, principles of assessment for learning, enhancement of employability and technology enhanced learning (Programme Framework for Northumbria Awards 2015, Assessment for Learning and Achievement Policy 2015).

Who would this Course suit?

PLEASE NOTE: THIS PROGRAMME ROUTE IS FOR PRACTITIONERS WHO ARE EMPLOYED WITHIN A LOCAL HEALTHCARE TRUST. AN ALTERNATIVE ROUTE IS AVAILABLE FOR SELF FUNDED APPLICANTS OR INTERNAL APPLICANTS FROM NORTHUMBRIA UNIVERSITY.

If you are enthusiastic about your profession and want to develop your knowledge and skills to influence and lead the development of the future workforce, then this course is for you. You will need to be self-motivated with some experience of teaching and assessing and in a role where you work with a range of learners and/or mentor or develop staff. You may also be a new academic and wish to develop your teaching and learning to achieve the professional teaching qualifications which this programme offers.

Read less
The MA Education. International Perspectives (Teaching and Learning) will help you achieve a critically reflective but practical understanding of key current issues in teaching, learning and pedagogy in an international context. Read more
The MA Education: International Perspectives (Teaching and Learning) will help you achieve a critically reflective but practical understanding of key current issues in teaching, learning and pedagogy in an international context.

Distinctive features of the course include:
-The study of education and pedagogy in international contexts
-The option to investigate learning in real classrooms
-The chance to study alongside part-time colleagues who are practising UK teachers

The course is for teaching and learning professionals who are keen to develop their careers in all education sectors, such as:
-Nursery
-Primary
-Secondary
-Tertiary
-Higher education

The course builds on a strong research base in two research centres. The research centres are in the School of Education, Communication and Language Sciences:
-The Centre for Learning and Teaching
-SOLE Central

It is also supported by the North Leadership Centre and draws on the expertise of many highly regarded academics. These include:
-Professor Sugata Mitra
-Professor David Leat

The Education: International Perspectives (Teaching and Learning) MA is one of a suite of courses. You may also be interested in:
-Education: International Perspectives (Leadership and Management), MA
-Education: International Perspectives (Technology in Education), MA

The MAs are flexible in nature and you will have the option to study modules across the three different courses.

Delivery

The majority of taught modules are in the first semester, including some sessions which run in the early evening and on Saturdays. During the year there is a development to a greater element of self-study and semi-independent research and project work.

You complete the course with a research project focusing on a topic of interest to you.

There is an extended induction programme that provides you with support for advanced study. This includes assignment writing and information, communications and technology (ICT) training.

Placements

You will have the opportunity to carry out a placement as part of your taught modules. Your placement will be in an educational setting such as a local primary or secondary school. This is enjoyable and useful in contextualising your understanding of learning theory.

You also have the option of taking a longer placement outside the UK, adding to the international perspectives nature of the course.

Facilities

As a student in the School of Education, Communication and Language Sciences you'll have access to facilities and a growing collection of online resources, including:
-A well-stocked Education Resource Centre
-Language Analysis Lab
-A phonetics lab
-An audio-video lab
-A recording studio

Read less
The Teaching and Learning in Higher and Professional Education programme caters for those in the professions who want to develop their understanding of, and expertise in, teaching and learning. Read more
The Teaching and Learning in Higher and Professional Education programme caters for those in the professions who want to develop their understanding of, and expertise in, teaching and learning. The specialist training pathway for performing arts is delivered through a partnership between the Guildhall School of Music & Drama and UCL Institute of Education.

See the website http://www.ucl.ac.uk/prospective-students/graduate/taught/degrees/prof-cert-teaching-learning-higher-professional-education-performing-arts-pathway-profcert

Key Information

- Application dates
All applicants:
Open: 5 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:
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 develop a student’s practical skills and understanding of learning, teaching, assessment, course and curriculum design, development and management within the structure of higher and professional education.

- Teaching and Learning
The programme is delivered via 10 full workshop days and associated time for completion of the assessment requirements. It is assessed by core-theme assignments, a written paper of 5,000 words and a 5,000 words portfolio.

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 International Master's Student Bursaries
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

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 in the performing arts profession who wish to gain accreditation for teaching in higher education, including conservatoires.

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

Read less
Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education. Read more

Overview

Keele’s Teaching and Learning Programme (TLHEP) is a nationally accredited one-year, Masters level part-time programme that provides new teachers in higher education with skills, knowledge and a framework for continued critical engagement with the business of teaching in higher education.

The programme is consistently commended for its systems, procedures and processes by external examiners, by the Higher Education Academy (HEA). The programme offers flexible provision with personal support, including the possibility of taking more than one year to complete.

MA in Learning and Teaching in Higher Education:
Keele University’s award of MA Learning and Teaching in Higher Education involves the completion of three 60-credit modules, each of which is also a stand-alone programme carrying its own award:

1) Teaching and Learning in Higher Education (TLHEP),
2) Teaching and Learning with Technology (TLwT),
3) Action Research (AR)

Together, these provide a part-time programme that meets the continuing professional development needs of teachers in higher education across disciplines. Drawing on the principles of reflective practice, each module focuses on a different aspect of the business of teaching in higher education:

- the nature of learning and teaching (TLHEP)
- the use of information and communication technology in teaching (TLwT)
- conducting research into ones own and institutional practice (AR)

See the website https://www.keele.ac.uk/pgtcourses/teachingandlearninginhighereducation/

Programme rationale and learning outcomes

The programme assumes that there is value in a range of kinds of learning and teaching. Teaching is viewed as an aspect of academic work that, just like research, demands both practical competencies and a theoretically informed and critical approach. Such an approach should comprise:
- Knowledge about how students learn

- Collegiality and collaboration

- An understanding of contexts

- Competence in a range of pedagogic skills and techniques

- A reflexive and experimental approach

- Exploration of personal and professional values

- Theoretical rationales grounded in awareness of the scholarship of learning and teaching

Candidates are encouraged to develop critical rationales for practice. That is, while teaching techniques are introduced and explored through the course, the main emphasis is on how we make professional judgments.

Thus the intended learning outcomes are:
1. Design and plan student learning activities and/or programmes of study, including the appropriate use of learning technology, to achieve the intended learning outcomes

2. Teach (i.e. support student learning) by using methods evaluated to be appropriate to the subject and the level of the academic programme, based on a critical evaluation of current understandings of how students learn, both generally and in the subject

3. Assess student work, and give feedback on it, to promote learning, consistent with institutional requirements and guidelines

4. Develop an effective and supportive learning environment, including individual guidance, in a way that respects them equally as individual, autonomous learners while recognizing and promoting the value of their diversity

5. Integrate with their teaching their scholarship, research and/or professional activities, and the implications of the ethical, quality assurance and quality enhancement contexts

6. Evaluate reflectively the effectiveness of their own practice, and continue their own professional development while contributing to a learning community of teachers

(60 Credits towards MA in Learning and Teaching in Higher Education)

Content

The course aims and learning outcomes are achieved through scholarly discussion about teaching, identifying issues and problems, drawing on a range of knowledge, skills and tools with which these can be addressed. Regular meetings and input sessions provide a forum for exchanging experiences and receiving support, and access to theoretically grounded ideas that come to underpin individuals’ critical rationales for teaching.

Session themes include lecturing, making discussions work, using technology, session planning, understanding student learning, assessment, marking and giving feedback, preventing plagiarism, evaluating your teaching, catering for diversity, internationalisation, designing modules and programmes, problem-based learning, and teaching in the natural sciences and in laboratories.

There is also a programme of practical teaching observation and support.

Teaching & Assesment

Exit points and awards:
Candidates who complete the whole programme successfully will be awarded a Keele University PG Certificate in TLHE, which gains 60 credits towards the MA LTHE and entitles you to apply for HEA Fellowship.

There is also an Associate exit point, which carries 30 level M credits and entitles you to apply for HEA Associate Fellowship. Candidates who successfully complete the Associate module can on certain conditions proceed subsequently to complete the Postgraduate Certificate.

You are assessed by the submission of a portfolio at the end of the course in July. This portfolio includes a critical commentary, evidence, observation records, action plans, and a mentor’s report.

Postgraduate Certificate candidates need to achieve all 6 intended learning outcomes and to demonstrate these in their portfolio, for which the commentary should be 8-10,000 words long.

For the Associate module you will need to achieve 3 of the 6 intended learning outcomes, demonstrated in your portfolio for which the commentary should be 4-5,000 words long.

Additional Costs

Additional costs for textbooks, inter-library loans, photocopying, printing, and potential overdue library fines.
No other additional costs for this postgraduate programme are anticipated.

Find information on Scholarships here - http://www.keele.ac.uk/studentfunding/bursariesscholarships/

Read less
The MA in Teaching and Learning will support your professional development as a practitioner in the health and education sectors. Read more
The MA in Teaching and Learning will support your professional development as a practitioner in the health and education sectors.

This is a new award and it indicates an innovative engagement in pedagogical issues. It carries considerable weight as a recognition of high professional standards.

The course will give you an understanding of the principles and practice of effective teaching, including planning, assessment, evaluation, curriculum development and the professional ethics of teaching and learning.

Throughout the course you will draw on and focus upon your work-based experiences as the basis of your studies, utilising your knowledge, scholarship and professional enquiry skills. The development of your learning will be facilitated through reflection with, and support from, peers, mentors and tutors.

What you will learn

This course enables rigorous academic investigation into education, with the objective of supporting your professional development in the field. At its heart is how, as an educational professional, you put advanced theories into practice. You will learn how to explore educational research and make informed comment on the applicability, relevance and usefulness of theories, concepts, models, methodologies and techniques applied to practice.

You will acquire a range of advanced skills and abilities necessary for you to pursue the demands of your chosen programme successfully and apply your skills and learning in the workplace.

As a practitioner and a reader you will develop advanced skills in the handling of educational research. You will learn how to apply the knowledge, skills and abilities you gain in your own professional context; enabling you to address areas of concern and any development needs in an informed and justifiable manner.

You will learn to evaluate, review and reflect upon your assignment/project work, and identify those areas requiring further development via action planning and target setting as part of the process of personal development planning (PDP).

For more information please visit http://www.bolton.ac.uk/postgrad

Read less
The University of Northampton is passionate about transforming children’s lives and inspiring change. Our Postgraduate Certificate in Primary Mathematics Specialist programme has the ambitious target of ensuring that every school in our region has access to a teacher trained at Masters level. Read more
The University of Northampton is passionate about transforming children’s lives and inspiring change. Our Postgraduate Certificate in Primary Mathematics Specialist programme has the ambitious target of ensuring that every school in our region has access to a teacher trained at Masters level.

The programme is a two-year Masters level course through which participating teachers extend their knowledge, skills and understanding of mathematics and related pedagogy, and develop the skills to support other colleagues in mathematics. The University of Northampton has been successfully leading the programme across a wide range of local authorities since 2009, with over 640 successful graduates.

This course is for serving teachers and aims to transform teaching and learning in mathematics. Each teacher develops their own subject and pedagogical knowledge. No pre-existing specialist knowledge of mathematics is assumed, so this course is suitable for all teachers of primary mathematics. Within this course there is a strong focus on promoting reasoning and problem solving in primary mathematics. This course will provide teachers with the professional recognition of specialist teacher of mathematics and enhance confidence in teaching and leading the subject. Teachers currently on the programme have found it rewarding and stimulating.

Course content

The course provides Masters level professional development for teachers in the curriculum area of mathematics. The content is focused on developing connectionist pedagogical approaches to teaching and learning in primary mathematics. This programme is especially relevant since it focuses on developing aspects such as fluency, reasoning and mastery that reflects current government agendas. The aims of the course provide opportunities for the teachers to:
-Broaden and deepen mathematics subject and pedagogical knowledge through critically analysing the connections and structures within mathematics.
-Deepen understanding of how pupils develop understanding of mathematics through analysing mathematical thinking and reasoning with a range of pedagogical approaches.
-Critically analyse and evaluate their own and their pupils’ learning of mathematical thinking and reasoning.
-Develop professional collaborative and leadership skills using a peer coaching approach to improve teaching and learning of mathematics in their school.
-Further develop leadership skills by undertaking a whole-schoold evelopment project to improve a particular aspect of mathematics teaching and learning within their own school.

Course modules (16/17)

-Subject and Pedagogical Knowledge in the Teaching of algebra and geometry
-Subject and Pedagogical Knowledge in the Teaching of number, calculation, measures and data handling

Methods of Learning

The course covers several methods of study which include:
-Face-to-face university-led tutition delivered through two residential weekend events. (These are included in the tuition fees for the accomodation and meals) Regular local network meetings each year.
-Autonomous learning is an important aspect of masters level study. This is achieved through work at the University and at school including: directed mathematical tasks pedagogical research.
-Engagement with online materials such as library resources.
-Engagement with online discussions and face to face discussions.
-Analytical and critical approaches to relating theory to practice with particular reference to work in school.

Schedule

-Teaching activities, workshops and seminars, online tutorial and support: 30 study hours
-Directed tasks and network sessions: 50 study hours
-Directed reading: 50 study hours
-Self-directed study: 70 study hours
-Assessment activity: 100 study hours

The teaching activities and workshops are achieved mainly through two weekend residential events each year (making four weekends altogether). For 2016-17 the first two residential weekends are on 5th/6th November 2016 and 4th/5th March 2017.

Assessments

The first year of the programme has two assignments. The first is a reflective discussion of your own mathematical learning with an activity, which you then relate to children’s learning for the same activity. The second assignment is a small project to coach or mentor a colleague within school. For this assignment you will reflect on the impact on teaching and learning for the colleague but also on your own development as a leader of mathematics in school.

The second year has one assignment. This is a small-scale research project that develops an aspect of mathematics across your school. You will use and reflect upon approaches to teaching and learning from the course to improve an aspect of mathematics in your own school. You will also present your whole-school project with a small presentation at the final network meeting. For all of the assignments you will receive personal tutorials and feedback on draft assignments.

Facilities and Special Features

The key feature of this course, and the main reason for its success, is that this programme provides a direct impact upon teaching and learning across the whole school. While this is continuing professional development for one teacher, there is a process of enabling the teacher to lead change in mathematics teaching across the whole school.

Careers

This programme allows teachers to gain a Post Graduate Certificate in mathematics specialist teaching. It has enabled teachers to gain recognition as excellent teachers and leaders of primary mathematics teaching and learning. Some teachers have progressed and gained employment specifically as leaders of mathematics in schools. Others have set up their own companies producing teaching and learning resources based on the principles of the programme. Some teachers have also gained further modules towards a full masters degree. This year some of the first graduates of this programme will be receiving their Masters Degree in Mathematics Education.

Read less
This programme provides development in teaching skills for health professionals, with a modular unit structure that builds up to a Postgraduate Certificate, Postgraduate Diploma or MSc. Read more
This programme provides development in teaching skills for health professionals, with a modular unit structure that builds up to a Postgraduate Certificate, Postgraduate Diploma or MSc. The programme emphasises the practical application of educational methods and theory and the development of reflective, evidence based-practice. There is a positive, student-centered approach to teaching and learning. Interactive, small-group teaching and the flexible, friendly support received by learners are among the many strengths of the programme, as well as the networking and contacts enjoyed by students in their future careers.

The Certificate or Diploma can be completed in one year, part-time or spread over three years. The Essentials route allows you to gain 30 Master's-level credits, from which point you can progress to the Certificate if you wish. Teaching takes place in Bristol and at other convenient venues in the Severn Deanery area.

Programme structure

Core units
-Teaching, Learning and Assessing in the Health Professions
-Creating a Learning Environment to Support Learner Diversity
-Further Assessment and Feedback
-Further Planning and Teaching
-Research Methods (Diploma/MSc)
-Dissertation (MSc)

Optional units
-Clinical and Work Based Teaching
-Supporting Learners with Difficulties
-Evidence-Based Teaching
-Course Design
-Supporting the Struggling Professional
-Teaching and Learning with Simulators
-Technology-Enhanced Learning
-Teaching Ethics in the Health Professions
-Effective Communication Skills Development
-Coaching and Mentoring in Medical Education
-Leading in Education and Training
-Developing Professionalism

Dissertation
To qualify for the MSc, you will need to submit a 15,000-word dissertation/thesis.

Careers

A qualification in medical education prepares the holder for roles educating the public in the UK or abroad, and supporting students in the health professions or those in training grades. Many educators in the health professions have had a clinical career or continue to balance a clinical and academic/teaching career as clinical academics. Others are practitioners who use their qualification to enhance their personal practice as educators, or to take leading roles in education and training in postgraduate and undergraduate settings.

Read less
The MA Teaching and Learning is designed to enable classroom practitioners to continue to develop and refine their skills as teachers. Read more
The MA Teaching and Learning is designed to enable classroom practitioners to continue to develop and refine their skills as teachers. The course encourages students to think deeply and critically about the efficacy of their classroom behaviours, how these create particular kinds of learning environments and the impact these have on learners. The course content and structure is underpinned by two key philosophical and pedagogical principles. The first, that the process of professional learning and enquiry is keenly aligned to processes of reflection and the rigorous analysis and interrogation of personal and professional experiences. The second, that fundamentally, learning is a communicative and collaborative process. As such, students are the main providers of (experience-based) data for sessional discussions that seek to further personal awareness into individual practices. Students are encouraged to participate in a lively discourse concerning the meaning of ‘effective’ classroom practice and the ways in which our understandings of such can be shaped by and evolved through attentiveness to, and interrogation of, the wider educational context (including for example educational theory and the various and plentiful policy initiatives).

The course also seeks to (re)position students as being in charge of their own practice, as ‘change agents’, capable of exerting professional agency. As such, students will identify areas of practice they wish to develop and subsequently explore research methodologies which are best suited to affecting personal and professional development as well as instigated organisational change.

This award is part of the Manchester Met Faculty of Education postgraduate Professional Development Programme.

Features and benefits of the course

-The opportunity to discuss and debate practice with colleagues working in similar professional situations.
-A philosophically principled approach which values experience as a source of learning and enquiry.
-A structure which is easily tailored to individuals’ professional priorities and personal interests.
-Flexibility, encouragement and support to use the focus and structures of the award to develop expertise in self-selected areas.
-As part of the Manchester Met Faculty of Education postgraduate Professional Development Programme, MA Teaching and Learning students enjoy the benefits and features associated with belonging to a wider community of learners.

Read less
Aimed at current and future subject leaders, this Masters in Advanced Educational Practice. Teaching and Learning from Liverpool John Moores University enhances teaching capability and builds on theoretical and practical knowledge. Read more
Aimed at current and future subject leaders, this Masters in Advanced Educational Practice: Teaching and Learning from Liverpool John Moores University enhances teaching capability and builds on theoretical and practical knowledge.

•Study part time over three to five years on a course designed to support effective change in the classroom
•Enjoy flexible course delivery and fit studying around your work commitments
•Follow a curriculum closely linked to your professional practice needs
•Experience excellent levels of support
•This course will only run subject to minimum numbers

We recognise that our students are busy professionals and have taken this into account in the design of our programmes and assessments. Study on this programme is extremely flexible and you can opt to join the course on a full or part time basis, enabling you integrate your learning with your full time professional role.

University-based study includes taught sessions scheduled late afternoon (4pm to 6pm) and conference style days scheduled on occasional Saturdays.

A blended learning approach ensures you can usually study at a time to suit you and all modules are supported by online study resources with additional guidance available through face-to-face or virtual tutorials.
To keep on top of your study you should be prepared to work between five and 10 hours per week (evenings and weekends). The practical applications of the course may involve the integration of study with your professional activity in school or college.
During your studies you will have access to LJMU learning resources including our libraries for independent study. You will be allocated a personal tutor to support your academic and professional development and will also receive guidance via email.

Taught sessions mostly take place at the IM Marsh campus, four miles outside Liverpool centre, although some sessions may take place in the city.

The IM Marsh campus has independent study spaces with IT facilities, a library with relevant stock and study spaces, access to student welfare and support, a gym and other sports facilities, a cafeteria and shop.

The campus library, open 8am to 11pm, houses the main collections linked to this course and you will also have access to the 24 hour, city centre Aldham Robarts and Avril Robarts libraries.

Please see guidance below on core and option modules for further information on what you will study.
Year

Approaches to Learning in the 21st Century (Core)

Investigates teaching and learning through the analysis of, engagement with and reflection on current educational theory, research, and practice in the context of your own professional setting.

Learning through Assessment (Core)

Provides a grounding in educational assessment practice in a time dominated by change and developing educational theories, policies and challenge.

Exploring Curriculum Change (Core)

Explores key theoretical frameworks and concepts in curriculum models, drivers, innovation and the evaluation and curriculum change and their implications for professional practice.

Year 2

Researching Professional Practice (Core)

Provides an introduction to a range of research methods applicable to educational contexts, with a focus on practitioner enquiry and how to develop a research project proposal and plan.

Social and Emotional Aspects of Learning (Option)

Develops awareness of the impact social and emotional aspects of learning through engagement with current educational theory, research, policy and practice.

Developing the role of the Subject Leader (Option)

Explores the characteristics of effective subject leadership to inform the organisation and management of learning in a range of professional settings.

Mentoring in the Workplace (Option)Developing Mentoring and Coaching (Option)

Supports the professional development of mentors in educational contexts, utilising the theoretical frameworks that underpin mentoring to explore practice in your own setting.

Professional Development for Leadership (Option)

Provides professional development for leadership and management through engagement with current educational theory, research, policy and practice and its application within your professional setting.

Developing Mentoring and Coaching

Explores established and emerging practice in effective mentoring and coaching within the professional context.

Year 3

Dissertation (Option)

Involves the development and implementation of a major research project relevant to your subject area with the support of an experienced academic tutor.

Professional Inquiry (Option)

Involves the development and implementation of several linked practice-based research projects relevant to professional practice in your subject area with the support of an experienced academic tutor.

Further guidance on modules

The information listed in the section entitled ‘What you will study’ is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal Academic Framework review, so may be subject to change. Students will be required to undertake modules that the University designates as core and will have a choice of designated option modules. Additionally, option modules may be offered subject to meeting minimum student numbers.

Please email if you require further guidance or clarification

Read less
The M.Ed. Teaching and Learning Processes provides you with the access requirements for the First State Examination for teachers, which qualifies you to teach at state-run schools in Germany and opens up a large number of non-school career paths. Read more

About the programme

The M.Ed. Teaching and Learning Processes provides you with the access requirements for the First State Examination for teachers, which qualifies you to teach at state-run schools in Germany and opens up a large number of non-school career paths.
In addition, you receive top-notch training in the education sciences, qualifying you for high-powered roles in the school sector as your career progresses. As a graduate of this programme you may also proceed with doctoral study in the education sciences and in the didactics subjects.

Features

– greater teaching competence: a significantly increased pedagogy and psychology component compared to the conventional secondary-school Realschule-track teacher training curriculum
– an international teaching degree: the Master of Education is widely recognised abroad
– excellent staff-student ratio in the Secondary School Education (Realschule) track

Who should study this Master's programme?

This Master's degree is ideal for those graduating from the Bachelor of Education programme offered by the University or one of the long-cycle teacher training programmes concluding with a state examination.

Read less
The Master of Teaching and Learning (MTchgLn) endorsed in Primary or Secondary Education is an intensive, research-informed programme of postgraduate study, usually completed in one calendar year of full-time study, or its equivalent in part-time study. Read more
The Master of Teaching and Learning (MTchgLn) endorsed in Primary or Secondary Education is an intensive, research-informed programme of postgraduate study, usually completed in one calendar year of full-time study, or its equivalent in part-time study.

Top graduates from any discipline will be considered for this prestigious qualification. Student teachers will engage in an inquiry-based approach and intensive and extensive practice, working in partnership with schools and the University, which will lead to enhanced practitioner skills at individual, group and whole-class level.

In addition to meeting the requirements for provisional teacher registration in New Zealand, students of this programme will be enabled to become teacher researchers as they move into the profession of teaching.

This unique and innovative qualification is a joint initiative between the University of Otago College of Education and University of Waikato Faculty of Education. Each institution will award their own Master’s degree.

Programme Requirements

EDUC 471 Teaching in a New Zealand Context (30 Points)
EDUC 472 Primary Curriculum 1 (30 Points)
EDUC 572 Primary Curriculum 2 (30 Points)
EDUC 473 Evidence-based Inquiry (Primary) (30 Points)
EDUC 573 Extended Evidence-based Inquiry (Primary) (30 Points)
EDUC 476 Diversity and Inclusion (30 Points)
EICT 199 Information and Communication Technologies Competency Test (0 Points)
ELIT199 Literacy Competence Test (0 Points)
EMAT 199 Mathematics Competency Test (Primary) (0 Points)

Structure of the Programme

Every programme of study must satisfy the requirements for one of the endorsements in the schedule of requirements for the degree.

Other course requirements

Applicants whose first language is not English or Māori must provide certified results of an IELTS (International English Language Testing System) score of at least 7.5 in the academic version (with no individual component below 7.5).

Read less
- https://www.kent.ac.uk/locations/medway/. Professional Practice (Teaching and Learning) MSc is a trans-disciplinary programme for qualified teachers who want to develop and enhance their practice at postgraduate level. Read more

This course will be held at the Medway Campus

- https://www.kent.ac.uk/locations/medway/

Professional Practice (Teaching and Learning) MSc is a trans-disciplinary programme for qualified teachers who want to develop and enhance their practice at postgraduate level.

Visit the website: https://www.kent.ac.uk/courses/postgraduate/335/professional-practice-teaching-and-learning#!overview

Course detail

The programme offers you the opportunity to attain academic recognition for the skills, knowledge and experience that you have developed in the workplace whilst focusing on a specific area of practice relevant to your work and enhance career progression.

Purpose

You explore your profession further and consider the professional challenges associated within your specific area of practice, with modules that have been designed to help you review and analyse the current debates relevant to the professional context in which you are working.

Course format and assessment

This flexible programme has been designed to encourage you to think more deeply about the challenges associated with your professional practice while enabling you to tailor your degree to your particular interests and career aspirations.The programme is both academic and practical in its orientation: it aims to improve professional skills alongside those of academic analysis, synthesis and criticality.

Core modules are taught on campus or at a Medway Partnership School via a series of extended weekend sessions.

Assessments can be through:

- oral presentations
- written assignments
- work-based projects
- portfolio assessments

In Stage 3 you complete a dissertation of 10,000-12,000 words.

Careers

Building on Kent’s success as the region’s leading institution for student employability, we offer many opportunities for you to develop the specific skills and aptitudes that employers will value.

A postgraduate degree in professional practice is a particularly valuable and flexible qualification that can open the door to exciting careers in many professions. Our graduates have gone on to work as head teachers, subject leads and head of departments. Most recent graduates have gone on to work for companies in the UK Rochester Grammar School, Chatham Grammar School for Boys and the University of Kent.

How to apply: https://www.kent.ac.uk/courses/postgraduate/apply/

Why study at The University of Kent?

- Shortlisted for University of the Year 2015
- Kent has been ranked fifth out of 120 UK universities in a mock Teaching Excellence Framework (TEF) exercise modelled by Times Higher Education (THE).
- In the Research Excellence Framework (REF) 2014, Kent was ranked 17th* for research output and research intensity, in the Times Higher Education, outperforming 11 of the 24 Russell Group universities
- Over 96% of our postgraduate students who graduated in 2014 found a job or further study opportunity within six months.
Find out more: https://www.kent.ac.uk/courses/postgraduate/why/

Postgraduate scholarships and funding

We have a scholarship fund of over £9 million to support our taught and research students with their tuition fees and living costs. Find out more: https://www.kent.ac.uk/scholarships/postgraduate/

English language learning

If you need to improve your English before and during your postgraduate studies, Kent offers a range of modules and programmes in English for Academic Purposes (EAP). Find out more here: https://www.kent.ac.uk/courses/postgraduate/international/english.html

Read less
This is a collaborative, multi-professional programme for those working in a clinical setting, providing the opportunity for participants to improve teaching and assessment skills and understand how individuals learn. Read more
This is a collaborative, multi-professional programme for those working in a clinical setting, providing the opportunity for participants to improve teaching and assessment skills and understand how individuals learn. The course is suitable for all experienced clinicians, including medical doctors of all disciplines, general practitioners, dentists, nurses and allied health professionals who teach, support learning and are involved in assessment processes, whether formal or informal.

The course is run by Edge Hill University and is an accredited programme of the Higher Education Academy. Students completing this course will therefore be eligible to apply for Fellowship of the Higher Education Academy.

What will I study?

The course will enable you to study the key concepts and approaches involved in teaching and facilitating learning in the clinical environment, furthering your application of theory to practice.

You will also analyse relevant forms of assessment and evaluation and consider the roles of learning support and learning resources in effective delivery.

There will be opportunities to practice your teaching skills and to observe and give feedback to others.

How will I study?

The course is delivered through online blended learning, using the University’s Virtual Learning Environment (VLE), with streamlined access to online reading materials, many of which have been specially optimised for use with mobile devices.

The programme commences with a detailed introduction to studying online. Please note, you will require access to a PC with an internet connection, as well as speakers or headphones. Specialist software is not required. Interaction online between fellow students is encouraged and facilitated by means of discussion boards.

The online learning is blended with contact sessions, 3-4 per module. Edge Hill University is the usual location for the face-to-face sessions, although some may be held at the Woodlands Centre in Chorley. Attendance at these face-to-face sessions is highly recommended. These are not compulsory, although if you are unable to attend the first session you will be expected to demonstrate accessing and taking part in the online activities at the earliest opportunity.

How will I be assessed?

There are no formal examinations. A range of assessment strategies are employed on this programme, including online tasks, critical reflection on practice, assignments, evaluative reports, case studies, peer observation of teaching, the design of learning activities and the creation of portfolios. You will be supported by your academic tutors with academic skills practice and ‘formative feedback’ on work-in-progress. You will be expected to write approximately 4,000 words (or equivalent) for each module.

Who will be teaching me?

The academic team comprises highly experienced tutors from Edge Hill University, some of whom are, or have been, practising clinicians, experienced educationalists and experienced learning technologists. The team is further enhanced by guest input from clinical experts and practitioners.

Many of the team are research active in the fields of technology enhanced learning and clinical education and some are also University Teaching and Learning Fellows or SOLSTICE Fellows, with an extensive publication record. Specific research interests include the role and influence of tutors when facilitating e-learning, the use of e-portfolios and informal workplace learning.

What are my career prospects?

Upon successful completion of this programme, you will have developed the knowledge and skills required of clinical and educational supervisors, practice education facilitators, as well as other roles in clinical and medical education.

If you are already working in such a position, the programme will enable you to develop your role and enable you to reflect upon and share your expertise whilst acquiring an accredited academic qualification.

Read less