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University of Manchester, Full Time MA Degrees in Education

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The course has been designed for teachers and other education professionals, working in a range of educational settings. Read more
The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Special features

The course has been designed for teachers and other education professionals, working in a range of educational settings. It will provide you with the opportunity to engage in structured study of, and reflection upon, the application of educational theories, ideas and concepts to a range of educational and community-based contexts.

It offers a unique combination of policy and practice-based perspectives on education located within the educational and other related experiences. It is taught by world-leading researchers who focus on the realities of professional practice using the social sciences. Course participants typically study the course in order to develop their careers in education through securing new posts, or promotion, in educational and education-related institutions.

Aims

-Develop critical understanding of key concepts in educational theory in order to enable an informed analysis of educational practices.
-Raise awareness of the influence of context upon education.
-Develop students' professional knowledge, understanding and skills in relation to their prior and emerging professional interests.
-To enable students to gain evaluative and analytical skills that will help them to critique education policy and practice.
-Develop capacity to engage in research to inform and develop practice.

Teaching and learning

The course is taught by world-leading researchers who focus on the realities of professional practice through using the social sciences. This includes Professor Mel Ainscow (an international expert in inclusive education), Professor Michael Apple (the world's leading critical educationalist), Steve Courtney (an expert on school restructuring, change and leadership), Professor Helen Gunter (known internationally for her work on policy and leadership), Professor David Hall (an expert in policy enactment and distributed leadership), Ruth McGinity (an expert on localised policymaking, change and leadership), Dr Susie Miles (known internationally for her specialist knowledge of inclusion and disability in developing country contexts), Professor Mel West (a leading expert in school improvement and school effectiveness).

The course units are delivered through lectures, tutorials, group-work, case-based approaches, and enquiry-based learning. Comprehensive training is provided in the use of electronic resources. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. We aim to build on the expertise of our students, many of whom are experienced teachers, and who bring with them a wealth of knowledge and practical experience from a wide range of different countries.

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The course will be offered in three modes. -Full-time study in Manchester lasting 12 months. -Part-time study in Manchester which normally lasts around 27 months. Read more
The course will be offered in three modes:

-Full-time study in Manchester lasting 12 months
-Part-time study in Manchester which normally lasts around 27 months
-Part-time study at a distance, by e-learning over two or three years

All three modes start in September each year. The deadline for applications is 31st August 2017; later applications are considered at our discretion. Please note that we receive a very high number of applications so the course may be closed to new applications before the final deadline given.

Aims

-Further your career by improving your skills and knowledge base in the area of digital technologies and communication, in order that these can be applied in any educational setting.
-Enhance your interpersonal and group communications skills in order to learn independently and make effective decisions through self-reflection on your own practice.
-Develop the ability to design your own educational materials using digital technologies and in particular to develop creative and innovative approaches to this work.
-Build your confidence and ability to identify and critically evaluate the use of digital technologies, whether in formal educational settings or the informal educational processes of society, and with specific reference to your own needs and practice.
-Develop your ability to systematically understand and critically evaluate research and research methodologies relevant to digital technologies in education, and apply this knowledge in actual research projects.
-Develop an ability to manage and understand rapid technological change and its effect on educational processes, institutions and policies.

Teaching and learning

Formalised lectures are rare. Instead, classes tend to mix lecturer input with group work, computer and video activities, simulations, problem-based learning and class discussions. We make considerable use of enquiry-based learning (EBL), encouraging students' critical reflection on their own practice and beliefs: formed both by their professional experiences and intuitions, and theory and research. We encourage both individual and co-operative learning and research and hope to foster an ethos of life-long-learning. As most of our participants are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage all participants to use all sources of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.

Career opportunities

Graduates from the course can follow a number of career paths: some continue to work in their existing posts, but often with enhanced status; some move into teacher education, materials development, publishing, the media, managing self-access facilities, testing and assessment, research; some set up their own businesses. Alternatively, graduates may use the programme as a springboard into further study, eventually leading to a PhD.

For example, we quote one student who previously studied on this course:
"I was employed with my Master's degree at the Arab Open University. It is a non-profit Higher Education Institution established mainly to enable those who missed the chance of attending the University to pursue their higher education through distance learning. I I've planned two modules for this semester. One is Education and ICT, the other is Using Computer Software in Education. I'm using the best that I have experienced in Manchester to construct stimulating courses."

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This course has been designed for educational professionals who are currently working in, or who aspire to work in leadership positions and/or careers in administration, universities/colleges, or development in their own contexts. Read more
This course has been designed for educational professionals who are currently working in, or who aspire to work in leadership positions and/or careers in administration, universities/colleges, or development in their own contexts. The programme is taught by leading academics in the field of leadership, management, school effectiveness and improvement. Senior educational experts also contribute, including head teachers, inspectors, local authority officers and policy-makers.

Teaching encourages student participation, shared experiences and opportunities for practical application. Depending on your background and experience, you may find the approach rather different from your previous experiences of university.

Aims

-Provide an overview of current theories/frameworks for examining education policy and practice from a leadership perspective
-Develop your understanding of key leadership issues that influence teachers `performance in primary and secondary schools and other educational settings.
-Enable colleagues at all levels within educational institutions to identify issues and develop appropriate strategies to generate and sustain school improvement.
-Develop knowledge and understanding of practical approaches to school improvement and school effectiveness and of current theories, issues and debates in the field.
-Develop a range of learning and transferrable skills which integrate current research and best practice in the areas of school leadership and school improvement applicable to different students on different programmes.

Special features

The programme is taught by leading academics in the field of leadership, management, school effectiveness and improvement. Senior educational experts also contribute, including head teachers, inspectors, local authority officers and policy-makers.

Teaching and learning

The course is taught by world-leading researchers who focus on the realities of professional practice through using the social sciences. This includes Professor Mel Ainscow (an international expert in inclusive education), Professor Michael Apple (the world's leading critical educationalist), Steve Courtney (an expert on school restructuring, change and leadership), Professor Helen Gunter (known internationally for her work on policy and leadership), Professor David Hall (an expert in policy enactment and distributed leadership), Ruth McGinity (an expert on localised policymaking, change and leadership), Dr Susie Miles (known internationally for her specialist knowledge of inclusion and disability in developing country contexts), Professor Mel West (an international expert in school improvement and school effectiveness).

The course units are delivered through lectures, tutorials, group-work, case-based approaches, and enquiry-based learning, associated with school visits. Comprehensive training is provided in the use of electronic databases, library resources. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. We aim to build on the expertise of our students, many of whom are experienced leaders in education, and who bring with them a wealth of knowledge and practical experience from a wide range of different countries.

Career opportunities

Over the past decade graduates of this course have returned to over 40 countries around the world. They have mainly either entered or returned to teaching, lecturing or educational administration, while others have proceeded to further advanced studies.

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The course is designed for experienced teachers of English to Speakers of Other Languages (and this includes teachers of EFL, ESL, EAL, ESP, and so on) in whatever geographical context or type of institution they are working. Read more
The course is designed for experienced teachers of English to Speakers of Other Languages (and this includes teachers of EFL, ESL, EAL, ESP, and so on) in whatever geographical context or type of institution they are working. Applications from both native- and non-native-English-speaking teachers are welcome.

This course enables experienced TESOL practitioners to further their careers with regard to: obtaining positions of seniority; undertaking new areas of professional activity; embed practice within a research dimension; contribute to the professional development of other teachers; and act in advisory capacities to teaching and associated agencies. It also aims to help you to develop advanced knowledge of TESOL-related research, theory, and areas of debate; understand more deeply your role as TESOL practitioner given the international currency of English and the developments in the educational environment afforded by technology access and global networking; develop advanced professional skills such as conducting needs analyses and evaluating, adapting and designing teaching and learning resources; develop academic literacy.

Teaching and learning

The course is taught by lecturers who themselves have been language teachers (TESOL and other languages) with experience of working in Britain and overseas. Formal lectures are rare and instead classes tend to mix sections of input with group-work, computer and video activities, simulations and problem-based learning.

The course can be characterised in terms of participant's critical reflection - as informed by theory and research as well as by their professional experiences. We encourage both individual and co-operative learning and research and hope to foster an ethos of lifelong learning. As our students are themselves experienced teachers, we appreciate the wealth of knowledge and practical experience that they bring to the course and we encourage the sharing of professional insights including their fellow participants. We provide training in the use of electronic databases, library resources, and computer based statistics packages. Many other key skills will be developed during the course.

Coursework and assessment

The form of the assessment varies from unit to unit but usually consists of a written assignment of 3.500 words for a 15-credit course unit (double for a 30-credit course unit). You are expected to demonstrate an understanding of the relevant theory as applied to your professional practice, and also demonstrate technical, academic, and professional skills . All assignments will be followed by both formative and summative feedback.

You can choose between a Mode A (traditional type) or a Mode B (portfolio type) of dissertation. Mode A dissertations can be empirical (report on a research project); conceptual (discuss or develop a conceptual understanding or framework of relevance to your professional development); or practical (development of a rationale for practical activities related to professional practice). Mode A practical dissertations and Mode B portfolio-type dissertations are very similar but in the latter the materials produced are close to being in a publishable format.

Career opportunities

Our graduates go on to positions of seniority, undertake new areas of professional activity, such as publishing or materials development, contribute to the professional development of other teachers, and act in advisory capacities to teaching and associated agencies at both national and international level. Some also proceed to doctoral studies in TESOL, either in other contexts or joining our own thriving doctoral community.

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