MA Education offers a flexible and supportive route which is equally capable of accommodating practitioners with a specific thematic focus, and those with a more general (but yet unfocused) interest in postgraduate study. The programme allows a large degree of negotiation in both its substance and content, and the focus of assessment that students produce.
As such, it offers a structure which is easily tailored to individual study patterns, professional priorities and personal interests. It is founded on a core respect for the intellectual business of teaching, and a view that practice and provision is enhanced through academic practice.
The programme is founded on a philosophical principle that teaching is an intellectual activity, and, as such, that teachers are entitled to an autonomous academic voice. Much of our activity focuses on enriching that voice, and supporting it in operating amongst the more general principles of academic practice so that it might do so in a more assertive and substantiated way.
We encourage our students to complicate and problematise practice, to actively resist those pressures that might seek to otherwise offer a reduced and simplified account of classrooms. We intend to bring to fore the ethical sensibilities of teachers, and their intellectual capacities as sense- and judgement-makers. We are committed to a sense that in doing so, we enable the kinds of creative, considered and innovative practice which can make real differences to the experiences and outcomes of learners.
A second core principle holds that 'practice' should be central to our exploration and analysis. On one level, this is about application. Throughout your study, you will be encouraged to apply new ideas and thinking in practice, and to evaluate and explore their efficacy. This will occur both informally through the sessions, and formally in practice-based 'projects'.
This principle, however, also works in reverse. We hold firm the notion that practice is a form of expertise, and that it - alongside any form of more conventionally 'academic' material - can be a generator of new thinking and understanding. As such, you will be encouraged to bring your practice in to sessions, in order to generate new discussion and to nuance, enrich and even challenge 'big theory'.
Possession of a masters degree:
. Demonstrates to employers a level of intellectual rigour, and the capacity for sustained and systematic engagement.
. The course also brings the students continued professional development to the core of its work. As such, it offers channels to support your current priorities and targets.
. Further, it encourages students to apply their new thinking in practice in systematic ways. As such, it creates opportunities for its participants to form creative and innovative modes of practice - and also the impetus for them to actually carry these forward into classrooms. In this way, our students are able to build their reputations as systematic, evidence-driven innovators.
. Able to accommodate your existing priorities and interests, or to give you exposure to different possible directions of interest.
. Flexible study patterns
. Supervisory support from year 1; tutorial system that manages your individual progression as an academic and as a practitioner.
. Ability to accredit practice-based learning alongside traditionally academic input.
. NQT support route which focuses on the priorities and needs of the first year of teaching (dependent on demand) http://www.ioe.mmu.ac.uk/alumni/nqt/
We ask that our applicants are in possession of an honours degree, though we do not specify a classification. Instead, we add the additional requirement that students are actively engaged in educational practice. For many, this is because they are practicing teachers (either in full employment, or working on supply). Equally, our students include those working for library and museum services, prison education and teaching assistants. The only stipulation is that it will be possible for the student to undertake projects 'in practice' as a part of the course process.
Part-time UK and EU students: £700 per 30 credit unit, a masters usually comprises 180 credits.