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  • Study Type

    Part time available

  • Subject Areas

    Education

  • Start Date

    See Course

  • Course Duration

    2-6 years part time

  • Course Type

    MA

  • Course Fees

    website

  • Last Updated

    27 July 2017

Course content

The MA Education is founded on a philosophical principle that educational work is an intellectual activity, and, as such, educators are entitled to an autonomous academic voice. Much of our activity focuses on enriching that voice, and supporting it so that it might operate in a more assertive and substantiated way.

We encourage our students to complicate and problematise practice, to actively resist those pressures that might seek to otherwise offer reduced and simplified accounts of learning. We intend to bring to the fore your ethical sensibilities and intellectual capacities. We are committed to a sense that in doing so, we enable the kinds of creative and considered practices which make real differences to the experiences of learners.

A second core principle holds that 'practice' should be central to our exploration and analysis. Throughout your study, you will be encouraged to apply new ideas and thinking in practice, and to evaluate and explore their efficacy. Practice is a form of expertise, and it - alongside any form of more conventionally 'academic' material - can be a generator of new thinking and understanding. As such, you will be encouraged to bring your practice in to sessions, in order to generate new discussion and to nuance, enrich and even challenge 'big theory'.

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

About the Course

The programme is founded on a philosophical principle that teaching is an intellectual activity, and, as such, that teachers are entitled to an autonomous academic voice. Much of our activity focuses on enriching that voice, and supporting it in operating amongst the more general principles of academic practice so that it might do so in a more assertive and substantiated way.

We encourage our students to complicate and problematise practice, to actively resist those pressures that might seek to otherwise offer a reduced and simplified account of classrooms. We intend to bring to fore the ethical sensibilities of teachers, and their intellectual capacities as sense- and judgement-makers. We are committed to a sense that in doing so, we enable the kinds of creative, considered and innovative practice which can make real differences to the experiences and outcomes of learners.

A second core principle holds that 'practice' should be central to our exploration and analysis. On one level, this is about application. Throughout your study, you will be encouraged to apply new ideas and thinking in practice, and to evaluate and explore their efficacy. This will occur both informally through the sessions, and formally in practice-based 'projects'.

This principle, however, also works in reverse. We hold firm the notion that practice is a form of expertise, and that it - alongside any form of more conventionally 'academic' material - can be a generator of new thinking and understanding. As such, you will be encouraged to bring your practice in to sessions, in order to generate new discussion and to nuance, enrich and even challenge 'big theory'.

Assessment details

Assessment is by coursework for each unit and a full assignment brief is available for each unit. Assessment tasks always allow you to pursue your own thinking and interests within the parameters of the unit and award. Formative feedback is available and built in for every unit.

For taught units (30 credits) the assessment is 5000 words equivalent. The final (60 credit) dissertation is 12-14,000 words.

Visit the Education - MA page on the Manchester Metropolitan University website for more details!

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