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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

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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

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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 .

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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/

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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

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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.

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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.

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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

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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

Course overview

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.

Modules

For detailed module information see http://www.ncl.ac.uk/postgraduate/courses/degrees/edu-int-perspectives-teaching-learning-ma/#modules

How to Apply

For course application information see http://www.ncl.ac.uk/postgraduate/courses/degrees/edu-int-perspectives-teaching-learning-ma/#howtoapply

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Boost your career prospects and develop your learning, teaching and assessment skills and your knowledge of quality enhancement, student support and scholarship in higher education. Read more
Boost your career prospects and develop your learning, teaching and assessment skills and your knowledge of quality enhancement, student support and scholarship in higher education.

This course offers academics already working in higher education the chance to gain an accredited qualification at postgraduate level and to be recognized as a Fellow of the Higher Education Academy.

As a subject specialist you’ll already be well established in your discipline. But teaching at a university or other institution at higher education level requires a distinct collection of skills and knowledge and you’ll appreciate that opportunities for personal and professional development are vital for making the transition into teaching.

You’ll need to engage in a year of part-time, work-based, collaborative online study.

See the website http://www.napier.ac.uk/en/Courses/PgCert-Teaching-and-Learning-in-Higher-Education-Postgraduate-Distance-Learning-part-time

What you'll learn

This course aims to develop your engagement with the scholarship of learning and teaching and with the principles of student-centred higher education curriculum design, delivery and assessment.

You’ll explore how people learn and investigate how assessment and feedback practice shapes learning. As you study the module topics, you can expect to become increasingly fascinated by the challenges and complexities that underpin evidence based teaching and learning.

You’ll be joining a community of reflective practitioners and together, you’ll engage in collaborative online learning activities which develop your confidence, skills and experience in teaching.

This course is supported by:
- online induction and step by step guides to using the virtual learning environment and eportfolio
- digital literacy resources
- online workshops and webinars (all with a face-to-face alternative)
- virtual learning environment (Moodle) resources for individual study and collaborative discussion
- weekly online drop-in sessions
- one-to-one support from a personal development tutor
- observed teaching practice
- eportfolio (Mahara)

This course is recognized by Staff and Educational Development Association (SEDA) and accredited by the Higher Education Academy (HEA).

Successful completion of the course enables you to be recognized as a Fellow of the Higher Education Academy. If you’re a registered nurse or midwife you may also be eligible to register as a teacher on the NMC register.

Subjects include

- learning, teaching and evaluation of teaching
- assessment, feedback and student support
- research and scholarship and the supervision of students’ research

Study modules mentioned above are indicative only. Some changes may occur between now and the time that you study.

Careers

This qualification will consolidate your status within your own university or teaching institution. You may undertake the course as part of a probationary programme for a new appointment or use it to increase your opportunities for transfer within the university system, upgrade your current standing, or pursue further educationally-focused studies.

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