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MA Teaching

Course Description

This part-time programme for newly qualified primary and secondary teachers will allow you to improve your skills while deepening your understanding of how children learn.

You’ll focus on teaching, learning and assessment, with an emphasis on practical skills and school-based learning. Your classroom experience will inform your understanding of current theories and research in education – and vice versa. Our online community will also allow you to share ideas and insights with fellow teachers.

As well as key theories on how children learn, you’ll study how aspects of children’s development, pupil behaviour and collaboration between teachers can affect their learning, the importance of observation and how to conduct classroom research.

Taught by a mixture of distance learning and Saturday and summer schools, it’s a flexible programme for teachers who want to develop their practice, broaden their career opportunities and enhance their prospects of early promotion.

Visit the MA Teaching page on the University of Leeds website for more details!

(Student Profile)

James Abela

What is amazing about the Leeds Masters is the range of speakers that come and speak to us. It really felt that the very best people had been handpicked to talk to us.

I did my PGCE elsewhere and they used to go on about the research that other people were doing, but in Leeds every speaker was able to talk authoritatively about their subject, because they had contributed to that body of research and they knew it innately.

Also the class size and style of tutorial meant that we had genuine discussions rather than simply a speaker at the front.

If you are serious about improving your practice then this is a fantastic opportunity, not only do Leeds select the best speakers, but the assignments ensure you reflect on your practice and it is an opportunity to discuss teaching with other outstanding professionals.


Entry Requirements

A bachelor degree plus Qualified Teacher Status + current teaching role.

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Recipient: University of Leeds

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