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Course content

The route seeks to introduce teachers into the debates and ideas surrounding the development of teachers as researchers: to understand international and national policy and practices, engage with examples of teacher research in schools in the UK and beyond and to take part in their own school based research activities. Teachers will take part in a research methods course which will support their research activities and develop knowledge in this area.

See the website http://www.graduate.study.cam.ac.uk/courses/directory/ededmersp

Course detail

The objectives of the route are to enable students to:

1. understand and be able to discuss with confidence the debates surrounding teachers as researchers
2. become familiar with an appropriate range of intellectual and methodological traditions within educational research
3. ecome skilled and critical readers of educational research
4. develop knowledge in depth of some substantive area of education and educational research
5. develop their capacity to frame research questions and devise appropriate research designs
6. develop confidence and competence in using a range of both qualitative and quantitative approaches to gathering, analysing and interpreting evidence
7. develop their skills in presenting research-based evidence and argument
8. gain practical experience of educational research through conducting a small-scale investigation.

Learning Outcomes

By the end of the programme, students will have:

- a comprehensive understanding of research techniques, and a thorough knowledge of the literature applicable to their specific educational domain;
- demonstrated originality in the application of knowledge, together with a practical understanding of how research and enquiry are used to create and interpret knowledge in their field;
- shown abilities in the critical evaluation of current research and research techniques and methodologies;
- demonstrated self-direction and originality in tackling and solving problems, and acted autonomously in the planning and implementation of research.


The Researching Practice MEd is offered as a blended learning route. This means that the route will be offered online via a Virtual Learning Environment (VLE). You will therefore take part in teaching sessions via CamTools (held on Thursdays between 5 - 7pm). Preparation for these teaching sessions will be via the course materials on the Researching Practice CamTools site. Weekly Faculty attendance will therefore not be necessary. You will be required to attend 5 Saturday conferences per year. The conferences will be an opportunity to develop and enhance the ideas you explore via the online component.

Written feedback is provided on the thesis by two independent assessors. Informally, feedback will also be provided through regular supervisions. Supervisors are required to provide a report on student progress which can be viewed by the student through CGSRS.


- Thesis up to 20,000 words.


Students wishing to continue from the Master of Education to PhD or Ed D are required to achieve:

1) an average of 70 across both sections with the thesis counting as double-weighted (e.g.: (Essay 1 + Essay 2 + thesis + thesis) divided by 4 = 70 or above.
2) a straight mark of 70 or higher for the thesis.

How to apply: http://www.graduate.study.cam.ac.uk/applying

Funding Opportunities

The Faculty is pleased to say that, in general, education students are successful in most of the funding competitions, and, in a typical year, will host students who have been awarded funding from all of the major funding bodies.

In addition, a number of Colleges have their own scholarships/bursaries, but these will be restricted to College members. Finally, it is important to note that deadlines for scholarships and bursaries are early, so applicants are strongly encouraged to explore funding opportunities as soon as possible - at least a year in advance of the start of the course.

General Funding Opportunities http://www.graduate.study.cam.ac.uk/finance/funding

Visit the Master of Education (Researching Practice) page on the University of Cambridge website for more details!





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Recipient: University of Cambridge

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