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Masters Degrees (Teaching And Learning)

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The MSc Clinical Medicine (Teaching and Learning) has been developed by practicing NHS Consultants and Health Academics in consultation with National Health Service (NHS) Trust Partners. Read more

The MSc Clinical Medicine (Teaching and Learning) has been developed by practicing NHS Consultants and Health Academics in consultation with National Health Service (NHS) Trust Partners. The course is designed for Medical Doctors and other Healthcare Professionals

who are looking to develop and refine their teaching and learning, research skills and develop understanding of effective teamwork and best practice. The MSc Clinical Medicine (Teaching and Learning) aims to enhance teaching, learning and research skills, thereby, facilitating personal and professional development and strengthening participants’ ability to bring about positive change, solve problems effectively, and ensure patient safety.

The Teaching and Learning Masters will be differentiated from the other Masters routes by its structure, by the demonstration of a deepening understanding of self-development as a reflective learner and as a clinical teacher utilising modules 7ED001 (Critical Reflection & Reflexivity in Professional Learning) and 7HR013 (Design and Deliver Medical Education) and within the Masters dissertation in module 7HW015.

This course has a strong emphasis on the evaluation and development of both clinical practice, research, and encourages participants to reflect critically on workplace experiences and learning. For participants, the course aims to provide a clear framework which supports CPD, recognition of prior learning and work based learning.

The course aims to provide a route for Doctors who wish to take a different speciality, to change medical career routes and for Doctors seeking further accreditation of subspecialty expertise.

What skills will you gain?

Postgraduate Certificate

At the end of 60 credits at level 7 you, the student, will be able to:

1. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic discipline, field of study or area of professional practice with a conceptual understanding that enables the student:

  • to critically evaluate current research and advanced scholarship in Teaching and Learning.
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses in Teaching and Learning.

2. Demonstrate a comprehensive understanding of techniques applicable to your own research or advanced scholarship and ability to continue to advance your knowledge and understanding, and to develop new skills to a high level.

3. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the discipline.

4. Ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate your conclusions clearly to specialist and non-specialist audiences.

5. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

6. Demonstrate the qualities and transferable skills necessary for employment requiring:

  • the exercise of initiative and personal responsibility
  • decision-making in complex and unpredictable situations
  • the independent learning ability required for continuing professional development including reflection and self-awareness.

Postgraduate Diploma

At the end of 120 credits at level 7 you, the student, will be able to

1. Demonstrate a systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at, or informed by, the forefront of your academic discipline, field of study or area of professional practice with a conceptual understanding that enables the student:

  • to critically evaluate current research and advanced scholarship in Teaching and Learning
  • to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

2. Demonstrate a comprehensive understanding of techniques applicable to your own research or advanced scholarship and ability to continue to advance your knowledge and understanding, and to develop new skills to a high level.

3. Demonstrate originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in Teaching and Learning.

4. Ability to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate your conclusions clearly to specialist and non-specialist audiences.

5. Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

6. Demonstrate the qualities and transferable skills necessary for employment requiring:

  • the exercise of initiative and personal responsibility
  • decision-making in complex and unpredictable situations
  • the independent learning ability required for continuing professional development.

Master’s Degree

At the end of 180 credits at level 7 you, the student, will be able to:

1. Critically apply knowledge, understanding, and skills appropriate to a professional clinical role within the healthcare context.

  • Critically debate the key concepts and theoretical positions that have been developed or are developing with a focus relevant to Teaching and Learning.
  • Critically reflect on the academic and practical application of theories and practices in the healthcare context with a focus relevant to Teaching and Learning.
  • Analyse theory and context, delivering findings through effective presentation media, to become a confident, digitally literate and innovative clinical professional utilising the skills derived from the learning within Teaching and Learning.
  • Critically appraise professional standards within the health sector and recognise obligations to stakeholders, the profession and society professional utilising the skills derived from the learning within Teaching and Learning.
  • Synthesise relevant critical thinking through academic research completing an independent research project/dissertation at master’s level within Teaching and Learning.


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Our blended learning PGCert Teaching and Learning in Biology, Medicine and Health course will give you the skills and knowledge to become a world-class educator in biology, medicine and healthcare. Read more

Our blended learning PGCert Teaching and Learning in Biology, Medicine and Health course will give you the skills and knowledge to become a world-class educator in biology, medicine and healthcare.

You will develop the skills you need to educate future professionals who will go on to meet the health and social care needs of the most vulnerable people in our society.

Inter-professional learning is central to the ethos of the course and provides the added value of learning alongside colleagues from other disciplines. You will benefit from the wisdom and experience of your peers, as well as the expertise offered by healthcare teaching professionals.

You can take this PGCert on its own or as part of our 4 Year International PhD .

Teaching and learning

Each unit will use a blended learning approach, with a number of face-to-face teaching sessions, pre-sessional tasks and flip teaching.

Online learning will take place via the Blackboard platform.

Coursework and assessment

There will be formative and summative assessments for each unit. Throughout the course, you will be asked to complete a reflective learning log.

Course unit details

Introduction to Reflective Teaching and Learning Practice

The course unit aims to:

  • introduce you to current theoretical concepts in teaching and learning, encouraging you to apply the theory to your own teaching practice;
  • encourage you to engage in reflective practice as an educator;
  • prepare you for observed teaching practice;
  • introduce you to higher education principles that apply to developments in your discipline area.

Evidence-based Teaching and Learning

The course unit aims to:

  • critically explore the relationship between teaching and learning theories and your own teaching practice;plan for effective teaching and learning;
  • critically assess the utility of a variety of teaching methods;
  • explore the issues around incorporating diversity and equality into teaching;
  • develop your awareness of learning technologies and their potential for appropriate teaching and learning.

Curriculum Development and Teaching Methodology

The course unit aims to:

  • critically analyse a range of teaching and learning methods;
  • improve your understanding of the appropriate teaching methods to enhance learning within healthcare settings;
  • assess the issues in inter-professional, education, mentoring and professionalism;
  • provide you with an understanding of the principles of curriculum design and course development.

Assessment and Feedback

The course unit aims to:

  • introduce assessment within the context of teaching within higher education;
  • evaluate a range of relevant literature on assessment in biology, medicine and health;
  • critically evaluate current practices of assessment;
  • improve your understanding of how assessment fits into the broader remit of evaluation and quality assurance;
  • provide you with an understanding of the impact and value of giving feedback.

Delivering Teaching and Facilitating Learning in Practice

This course unit aims to:

  • enable you to develop the skills necessary to support the teaching learning and assessment of healthcare students as part of an effective, supportive and dynamic learning process;
  • empower you to critically analyse your role as a teacher and assessor of healthcare students in theory and clinical practice;
  • develop creative, innovative approaches to supporting, assessing and managing the learning process;
  • ensure you become a critically reflective educator able to deliver effective, robust, innovative and dynamic educational events, units of learning and educational curricula as part of a period of educational teaching practice.

Facilities

Manchester has a range of facilities for students on our postgraduate taught courses.

Disability support

Practical support and advice for current students and applicants is available from the Disability Advisory and Support Service. Email: 

CPD opportunities

Individual units can be made available for CPD. Please contact us for further information.

Accrediting organisations



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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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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.

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Do you teach in the education or health sector and want to take your professional standards to a higher level? This course aims to help you develop a deeper understanding of the principles and practice of effective teaching, and the professional ethics of teaching and learning. Read more

Do you teach in the education or health sector and want to take your professional standards to a higher level? This course aims to help you develop a deeper understanding of the principles and practice of effective teaching, and the professional ethics of teaching and learning.

What the course offers

This Master’s degree is part of a suite of professional development courses offered by the University of Bolton that cover contemporary issues and the latest emergent trends in education and health. Our University has a ‘Teaching Intensive, Research Informed’ ethos. We aspire to offer postgraduate student-focused courses that are underpinned by the research knowledge of our high quality staff.

The MA in Teaching and Learning aims to support your professional development and carries considerable weight as a recognition of high professional standards. Throughout the course you’ll draw from and focus upon your work-based experiences as the basis of your studies, using your knowledge, practice and professional enquiry skills. In addition to developing your expertise in your chosen educational context, you’ll have the opportunity to relate this to your own setting so you can address areas of concern and development needs in an informed manner.

Our welcoming team of experienced, professionally and academically qualified staff will guide you in an exploration of effective planning, assessment, evaluation and curriculum development. You’ll also be encouraged to work with other course members and your tutors as co-developers of knowledge, to share evidence based best practice.

Course Highlights:

  • Our students are drawn from a wide variety of backgrounds – sharing the individual and unique educational insights and perspectives of your peers helps to enrich your learning experience.
  • Our highly experienced and research active team will support you as you develop critical thinking and research evaluation skills and apply these during your independent Master’s-level project.
  • You will have the chance to develop enhanced key skills in line with your personal and professional development needs; for instance, team working and leadership, problem solving, communication and numeracy.
  • Intensive use of learning technologies and multimedia resources, such as virtual learning environments, cloud technologies and eLearning tools, enhance your ICT skills and raise your awareness of resources from across the educational spectrum.
  • The specialist modules on this chosen pathway are underpinned by the Professional Standards Framework (UK PSF) and professional Nursing and Midwifery Council (NMC) standards.

Key Features:

  • This course has been developed by academic staff and practitioners and the content incorporates a broad range of issues relevant to your role. Inter-professional working is embedded throughout the programme.
  • It is at a higher level than a teaching qualification and is designed to further develop those engaged in teaching and learning, giving you the opportunity to gain a qualification which reflects your professionalism and status.
  • Face-to-face sessions and one-to-one support is offered by our team of highly experienced, enthusiastic and dedicated experts who are actively involved in educational research. You’ll have the opportunity to explore areas of interest from a robust research-informed knowledge base.
  • You can investigate the diversity of educational practice and learn how to balance subject knowledge, theoretical perspectives and professional best practice with creativity and originality in your own classroom and organisation.
  • Our well stocked library offers a comprehensive selection of relevant texts and access to an extensive online database of multimedia sources including eJournals, podcasts, vodcasts and eBooks.

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



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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

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.

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



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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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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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Get the skills and knowledge you need to create positive, inclusive learning environments and become a confident and effective educator. Read more

Get the skills and knowledge you need to create positive, inclusive learning environments and become a confident and effective educator.

This one-year, full-time programme will give you a grounding in the principles and theories of teaching and learning, human development, the secondary school curriculum and teaching experience.

Throughout the year you'll study both educational theory and practice while gaining real classroom experience at a school in the Wellington region.

You'll need a Bachelor’s degree in a relevant learning area with an average of at least a B in your final year of study, and to be accepted by the Faculty of Education as suitable for the teaching profession.

Pathway planning

If you're planning to do the Master of Teaching and Learning (Secondary) you'll need to do significant study in at least one of the teaching subjects listed below. You might study the subject as a major in a Bachelor's degree, or through postgraduate study.

  • English
  • Te Reo Māori
  • Music
  • Mathematics and Statistics
  • Learning Languages
  • Social Sciences including Geography and History
  • Science including Biology, Chemistry and Physics

Note that not all subjects will be offered every year, as they are dependent on the availability of academic mentors at the university and mentor teachers in schools.Teaching requires knowledge and skills beyond knowing your subject, you should aim to develop some understanding of te reo Māori and statistics, and gain some experience in working with young people in areas like sports coaching, youth camps or leadership programmes.

Study and workload

Throughout the year, you'll be working in schools for around four half-days a week—studying and developing your teaching practice. You'll be placed in a range of schools to experience different learning environments and be mentored by experienced teachers. You'll also have one day of timetabled classes on campus each week during which you'll discuss, critique and extend your learning.

In the second trimester, instead of the half-day placements, you'll spend seven weeks full time in one school, to widen and deepen your teaching experience.

After you graduate

You'll be ready for a rewarding career as a secondary school teacher. The MTchLrn will allow you to apply for provisional teacher registration from the Education Council, and to apply for a teaching positions in schools throughout New Zealand.



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IN BRIEF. Support your career progression within the field of health and social care education and become an NMC Stage 3 Practice Teacher. Read more

IN BRIEF:

  • Support your career progression within the field of health and social care education and become an NMC Stage 3 Practice Teacher
  • Teaching and learning techniques used will advance your personal growth as a leader of education and enable you to deliver excellent health and social education care now and in the future
  • Use this certificate as part of the MSc Leading Education for Health and Social Care Reform
  • Part-time study option

COURSE SUMMARY

This course will prepare you as an effective leader of health and social care education whilst at the same time provide you with an opportunity to become an NMC Stage 3 Practice Teacher.

This postgraduate certificate is the vehicle to achieve successful entry onto the UK Nursing and Midwifery Council (NMC) Practice Teacher register.

This course is different to others as it combines developing yourself in the role as NMC Stage 3 Practice Teacher whilst at the same time developing your skills, knowledge, qualities and behaviours of an effective leader of health and social care education. Within the context of your organisation, you will develop the skills to lead practice based learning that is based on sound education and leadership practices that are research and evidence based. You will develop the skills to take into consideration the complexity of the different levels of practice and student experience. You will critically apply the NMC Practice Teacher Standard, thus facilitate learning within a professional and inter-professional learning and working environment and in collaboration with the range of teaching personnel. You will be provided with opportunities to design and undertake assessment of educational knowledge, attitudes and skills in the practice context and identify a clear theory and/or research and evidence base in the design of learning, teaching and assessment.

There are opportunities for you to work flexibly full or part-time with options to use credits from this course towards the MSc Leading Education for Health and Social Care Reform.

COURSE DETAILS

The range of knowledge, skills and attitudes required of an effective practice teacher and educational leader have been carefully developed into two specialist modules.

Teaching and learning strategies reflect the real world recognising that you as Practice Teacher and educational leader have to present, report, justify, reflect, defend and write critically. Therefore you will be given opportunities to develop these skills throughout the course. These strategies will also prepare you to work in the range of health and social care practice setting that are often in a state of flux and transformation.

The teaching and learning strategies are dependent on sound group dynamics, trust and cohesion. The course commences with an induction day which explores students’ expectations, hopes and fears, work based learning opportunities, along with confidentiality and other issues. Specific teaching and learning strategies include: seminars, master classes, teaching experience, and shadowing experienced health and social care educational leaders. These are interactive, discursive, participatory, collaborative and practice based and employ a variety of teaching and learning methods including group activities, sharing of work based and learning experiences and personal and group reflections on educational leadership and practice Teacher ‘real life’ scenarios , utilising best-evidence generated from models, theoretical concepts, the workplace and their own experiences.

TEACHING

A variety of teaching approaches will be employed to provide a rich and diverse immersive and experiential learning environment. All sessions will target specific NMC Practice Teacher domains and will focus on your role as an educational leader. Specific teaching and learning strategies include:

  • Seminars
  • Work based learning
  • Workshops
  • Practice profile evidence building and shadowing experienced health and social care educational leaders.
  • Sharing of work based and learning experiences and personal and group reflections on educational leadership and Practice Teacher 'real life' scenarios
  • Attendance of action learning sets provide more focused opportunities for peer review and feedback and provide a safe environment to resolve 'real life' leadership and Practice Teacher issues and to develop you into the role of Practice Teacher
  • Assessment in practice by your Practice Teacher Mentor

ASSESSMENT

The course allows for a variety of assessments, depending on the module you will undertake, and include:

  • Poster presentation to critically explore an aspect of clinical teaching and learning in education
  • Practice profile summary demonstrating your achievement of the 8 domains within the NMC Stage 3 Practice Teacher Standard
  • Development of a simulated clinical teaching and learning scenario and clinical viva (100%)

EMPLOYABILITY

  • Completing CPD is now an essential part of maintaining your professional registration.
  • By undertaking CPD modules and courses, students demonstrate to employers a commitment to the profession.
  • Undertaking modules leads to better career prospects and promotion.
  • Modules are aligned to the College of Social Work’s Professional Capabilities Framework ASYE, Social Worker, Experienced Social Worker, and Advanced social worker levels.
  • Successful completion of the course demonstrates your capability to become a Strategic level social worker.
  • The course supports The College of Social Work developmental pathways of Professional Social Work Educator, Advanced Social Work Practitioner and Social Work Manager.

CAREER PROSPECTS

Following completion of the course you will have developed the expertise to lead education in health and social care contexts. There are opportunities for you to use credits from any existing postgraduate educational studies (NMC Stage 3 Practice Teacher and Stage 4 Teacher Award) towards this  Master’s programme. This provides you with a flexible and dynamic educational leadership career pathway.  Indeed this is a real strength of attending the programme.

LINKS WITH INDUSTRY

This course supports you to develop a teaching career in education within the field of health and social care and Higher Education.



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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.

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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.

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You’ll focus on developing your professional knowledge and understanding of practice related to your own context in formal education. Read more

You’ll focus on developing your professional knowledge and understanding of practice related to your own context in formal education. It will help you to understand how a teachers’ role is constructed. What teacher identities are and how these shape the role of teachers. You’ll have the opportunity to gain research skills and reflective awareness.

The course can help you progress into middle and senior management roles within a wide range of educational settings.

On this course you’ll have the opportunity to develop an understanding of critical reflection and how to employ independent learning strategies to enable you to evaluate and inform your professional practice. You’ll also develop and deepen your knowledge and understanding of educational research and be able be able to use these skills in researching an aspect of teaching and learning for your dissertation.

A further key component is the ability to exchange and share learning with and from others; you’ll have ample opportunities to work with students from a wide range of disciplines and organisations.

The course is tailored around you. You can expand on your teaching and learning focus by choosing from a range of options to match your role, experience or organisation to help you progress as an informed, reflective and inspirational practitioner.

You’ll be taught by an outstanding team of teachers; in fact, we were ranked fourth in the Guardian Guide for Higher Education in 2018. You’ll also have access to our extensive professional and academic network which feeds directly into course design and delivery and to excellent facilities and specialist equipment.



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Get the skills and knowledge you need to create positive, inclusive learning environments and become a confident and effective educator. Read more

Get the skills and knowledge you need to create positive, inclusive learning environments and become a confident and effective educator.

This one-year, full-time programme will give you a grounding in the principles and theories of teaching and learning, human development, the primary school curriculum and teaching experience.

Throughout the year you'll study both educational theory and practice while gaining real classroom experience at a school in the Wellington region.

Pathway to the programme

You'll need a Bachelor’s degree in a relevant learning area with an average of at least a B in your final year of study, and to be accepted by the Faculty of Education as suitable for the teaching profession.

You may be given preference if you have studied courses in science, te reo Māori or mathematics. If you are planning to apply for this programme in the future, you should embrace opportunities to study a range of curriculum areas, including te reo Māori, science, mathematics and a social science. You'll also need a strength in at least one area of the arts and/or sports coaching.

Your selection will be based on your academic qualifications and achievement, skills and experience, referee reports, a satisfactory police check and your performance in an interview.

Study and workload

Throughout the year, you'll be working in schools for around four half-days a week—studying and developing your teaching practice. You'll be placed in a range of schools to experience different learning environments. You'll also have one day of timetabled classes on campus each week during which you'll discuss, critique and extend your learning.

In the second trimester, instead of the half-day placements, you'll spend seven weeks full time in one school, to widen and deepen your teaching experience.

After you graduate

You'll be ready for a rewarding career as a primary school teacher. The MTchLrn will allow you to apply for provisional teacher registration from the Education Council, and to apply for a teaching positions in schools throughout New Zealand.



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The Master's in Teaching and Learning/Education Leadership (MTL/MEL) is designed to boost your professional learning in your school, college or place of work. Read more

The Master's in Teaching and Learning/Education Leadership (MTL/MEL) is designed to boost your professional learning in your school, college or place of work.

You’ll already be making your mark in the working world, but eager to put the polish on your qualifications by studying for a Master’s degree.

What's covered in the course?

The really attractive aspect of this course is that it frees you up to gain a further qualification without giving up your job - that's because our course is delivered only in schools, academies or colleges on a part-time basis - so our highly experienced tutors bring their expertise to you.

This is a practice-based programme designed to support your professional learning and development as a teacher. We only deliver this course in school, college or other educational settings to groups of teachers. Currently we work with over 500 teachers in 35 school-based groups across the West Midlands and further afield.

This course is personalised and linked to your workplace practice. You'll enjoy the flexibility to choose the areas of research and study on which you wish to concentrate as you move through the programme. There is also an emphasis on online learning so you will access this course in a blended delivery format. Our staff will support and guide you around module choices and research methodologies.

As a work-based programme, it will focus on your day-to-day practice, whether you work in a school, academy, college or other educational setting, in whatever role. We value collaboration in the development of teachers and leaders to maximise your impact on the individual pupils, students or adult learners, or organisations and communities with which you work.

The programme supports continuing professional development and is rooted in a concept of partnership, which incorporates professional respect and promotes learning at all levels. You’ll be involved in action research, class observation and textual analysis of policy documents and there is a strong emphasis on practice-led enquiry. 

Through developing you as an educator or manager, our MTL/MEL will enable you to embrace change and successfully meet new challenges and opportunities in your professional practice. You'll build on your previous workplace learning and practice, and be able to take increasing responsibility for your own development within a wider professional community.

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

Why Choose Us?

  • The MTL or MEL integrates seamlessly with your current job.
  • You could use evidence or credits from previous study (such as a PGCE) as accreditation towards your MTL/MEL through accreditation for previous credited learning (APCL)
  • Your increasing knowledge of educational theory will help you to reflect critically and evaluate your practice.
  • The benefits of shared thinking through group sessions are balanced with a focus on individualised support to develop your own professional learning.
  • The programme reflects the current government's emphasis on practice in teacher education.
  • Teachers researching their own practice is a powerful method of promoting professional learning in educational contexts.
  • You’ll develop skills of enquiry and the use of evidence, in relation to the impact of professional practice on the outcomes for learners within the work context.
  • This course will provide you with the opportunities to undertake academic study and prepare you for even higher study in the long term should you wish to take the next step with an EdD or PhD.


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