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Postgraduate Award in Educational Studies: Dialogic Teaching

Course Description

"Dialogue is not like other forms of communication (chatting, arguing, negotiating and so on). Dialogue is an activity directed towards discovery and new understanding, which stands to improve the knowledge, insight, or sensitivity of its participants. Dialogue represents a continuous, developmental communicative interchange through which we stand to gain a fuller apprehension of the world, ourselves, and one another." Dialogue in Teaching: Theory and Practice, Burbules 2003, p.8.

Aims of the programme

In this 30-credit Postgraduate Award in Educational Studies course, students will:

- develop their understanding of educational dialogue through discussion and critical analysis of theoretical and empirical research, engage with concrete examples, and reflect on their relevance to the classroom;
- systematically work towards the planning and delivery of dialogic lessons;
- analyse and report on findings, and plan future approaches to dialogic teaching and learning in the classroom.

Visit the website: http://www.ice.cam.ac.uk/component/courses/?view=course&cid=15972

Note that this course is delivered by the University of Cambridge Faculty of Education.


1 x 4,000 word essay

Students receive written comments on their assignments and informal feedback throughout the course (including through supervision).

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


Sources of government funding and financial support (including Professional and Career Development Loans): https://www.gov.uk/browse/education/student-finance

Visit the Postgraduate Award in Educational Studies: Dialogic Teaching page on the University of Cambridge website for more details!

Entry Requirements

Expected academic standard: Applicants for this course will normally have achieved a UK 2.i honours degree or overseas equivalent.Language requirement:IELTS Academic: Overall band score of 7.5 (a minimum of 7.0 in each individual component)CAE: Grade ACPE: Grade A, B, or C

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Recipient: University of Cambridge

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