The Master of Teaching (MTeach) is a higher degree for education practitioners which aims to enhance their professional learning. It provides intellectually challenging and sustained practice-based development opportunities. It includes university-based sessions and mandatory online components.
Using their own experience of everyday teaching and school activities students develop a critical understanding of research and scholarship in teaching and learning, and the changing policy contexts.
Students undertake modules to the value of 180 credits.
The programme consists of optional modules (120/150 credits), and a dissertation/report (60/30 credits). Students can also import up to 60 Master's-level credits from Initial Teacher Education (ITE) programmes. A Post Graduate Diploma (120 credits) is offered. A Post Graduate Certificate (90 credits) is offered.
Core modules Core Modules are dependant on your MTeach pathway. Pathways include: -New Teachers (2 years experience) -Special Education Needs (SEN) -English Teachers -Mandarin Teachers
Please contact us for more information about which pathway and core modules would be most suitable.
Optional modules -Understanding Teaching -Developing Understanding in English, Media, Drama Studies -Leading Learning -Understanding the Teaching and Learning of Chinese Mandarin in Schools -Concepts and Contexts of Special and Inclusive Education (MTeach SEN pathway) -Research and Professional Practice -Professional Development Portfolio 1 -Professional Development Portfolio 2 -Developing Professional Enquiry Skills (SEN) -Research and Professional Practice
Students may also select approved optional modules from other UCL IOE programmes.
Dissertation/report All students undertake an independent research project which culminates in a 9,000 to10,000-word report (Practice-based Enquiry) or an 18,000 to 20,000-word dissertation (Research and Practice-based Enquiry).
Teaching and learning Teaching is via a combination of face-to-face (including two or three sessions on Saturdays or evenings for most modules) and online learning. The MTeach pathways reflect students’ career stages and/or professional interest. Tutorial groups share and critically analyse professional practice. This process is central to the development of a deeper understanding of subject pedagogy and the ways young people learn. Assessment includes everyday teaching, portfolios, reflective journals and evidence studies.
Graduates of this programme are currently working in a range of educational careers. Some are working as teachers, while others have roles in management or as senior leaders. Graduates have also found positions as local authority advisers and within universities.
Top career destinations for this degree: -Independent School Teacher (Head of Psychology Department), Queeen's Gate -Primary School Class Teacher, Westminster City Council -Secondary School Teacher (Maths), The Douay Martyrs School -Sixth Form Teacher (Psychology), St Gabriel's -Teacher (Head of Social Science), Our Lady's Convent High School
Employability The programme focuses on teachers' practice and leadership, and encourages teachers to learn from and with colleagues in other schools. At a time when the recruitment and retention of excellent teachers are key issues for many schools, award-bearing professional learning acts as an incentive for both schools and teachers.
Why study this degree at UCL?
UCL Institute of Education has been providing first-class teacher education, in partnership with schools and colleges in the London region for over 100 years. Centrally located in London, we are the preferred choice for Master's-level professional development for many classroom practitioners.
Participants are all current practitioners who are interested in the classroom as a focus for professional learning. The mixed-mode approach of the programme takes account of the demanding lives of teachers.This means that the MTeach will be comprised of evening and Saturday face-to-face sessions - an average of three per module - and ongoing online discussions.
The programme provides ongoing support through its tutorial group system. This interactive environment fosters the development of a 'learning community' based on pedagogical and evidence-based practice.