This taught masters degree course is a flexible qualification, with a rich diversity of modules, enabling you to choose those most appropriate to your own context and interests. The modules support your professional development through investigation of currently significant issues in the context of your own experience and appropriate literature. For this professional qualification you will need some experience of working with learners, either in teaching, the education advisory service, educational administration or an allied field – this may include informal learning settings. You will join a learning community of over 2500 students from varying educational contexts worldwide.
60 credits from the following optional modules:
Addressing inequality and difference in educational practice (60 credits) Taking a critical theory approach, the module scrutinises education policy and practice, at both national and institutional levels, with regard to the way in which they inhibit or facilitate equality in society and the community. You will be introduced to core concepts pertaining to equality and social justice within the area of ‘education’, before focusing on the key elements of a critical theory approach to investigating issues of equality, and the research tools you can employ. The module requires you to challenge your own, and others’, assumptions with a view to engaging in the process of transforming education policy and practice to effect greater equality and/or social justice.
Educational leadership: agency, professional learning and change (60 credits) With a strong focus on linking scholarship and research with your professional practice, this module explores aspects of educational leadership and management, particularly models of leadership, leading professional development and internal-facing change. It will help you to examine current issues and concerns in your own practice through collaborative learning with other students, contributing to your own identity as a practice leader. Through an experiential and reflective practice approach its focus on your individual professional development within your place of work means that it is essential that you have access to an education setting that can be linked to your study.
Investigating language in action (60 credits) This module in applied linguistics is about how language works in theory and in the real world, using examples from the English language. Whether you are interested in language education, the social sciences or arts, the module enables you to pursue your own particular interests and expertise through the end-of-module small-scale research project. You will develop your skills in analysing how English is used from a range of different perspectives – functional, critical and ethnographic. You will become familiar with online forums which are an integral part of the module, providing opportunities to share ideas with colleagues and your tutor.
Choose one of the following masters degrees to study for.
MA in Education (Applied Linguistics) or MEd (Applied Linguistics) Compulsory modules: Language, literacy and learning (EE818) MA Ed dissertation: applied linguistics (EE819)
MA in Education (Inclusive Practice) or MEd (Inclusive Practice) Compulsory modules: Understanding literacy: social justice and inclusive practice (EE815) MA Ed dissertation: inclusive practice (EE816)
MA in Education (Leadership and Management) or MEd (Leadership and Management) Compulsory modules: Educational leadership: exploring strategy (EE812) MA Ed dissertation: leadership and management (EE813)
Throughout the world there is an increasing demand for creative, innovative education professionals who have highly developed skills and a deep understanding of learning; in many countries a masters degree is becoming essential for career advancement in education and related careers.
This qualification offers education professionals’ working with learners of all ages the opportunity to develop professionally and academically. It is suitable for graduates working in formal education settings (nurseries, schools, colleges and universities), those supporting non-formal learning as well as education leaders and policy makers. Modules in this qualification are designed to enable you to update your knowledge and skills and give you the opportunity to reflect on your professional practice whilst developing your understanding of theoretical models and current debates. Case studies and examples are from a worldwide context and this qualification will be relevant to educators across the globe.
Typically, holders of this qualification will be able to: - demonstrate self-direction and originality in tackling and solving problems at a professional or equivalent level - reflect critically and constructively, in the light of ideas and frameworks presented in the modules and how these apply to their practice and organisational context
And holders will have the qualities and transferable skills necessary for employment requiring: - the exercise of initiative and personal responsibility - applied research and ethical issues relating to research and enquiry in their area of study - decision-making in complex and unpredictable situations - the independent learning ability required for continuing professional development - the production of reports/outputs for academic and professional purposes.
This qualification should help you enrich your knowledge and improve you professional practice. It does not qualify you for teacher registration in any country.
I studied for a Masters in Education, and I was interested in how to get adults to learn things they don’t want to learn really.
Because I was working I really needed to do something part time locally, internet based, or distance learning. When I looked into it, I found that most of the courses seemed to be geared towards school teachers, but I was particularly interested in teaching people in the workplace. So the flexibility that The Open University offered was what really attracted me. For all of my case studies, I focused on issues that were coming up in my workplace, and I did my research in my workplace so that I could improve practices there.
My tutor was absolutely fantastic. She replied to any email or post on the website within 24 hours every single time. She was brilliant. I had to drive to some of my tutorials, and there were three or four of us who used to share a car ride and we could discuss things further and explore the themes that had come up. That was really useful. And in fact on my final module, which was completely online, we still had an awful lot of interaction. We used the Illuminate tutorials and the message forums - there was a huge amount of communication, and we really felt like we got to know each other. I’ve kept in touch with a few people.
I didn’t have an iPad, but I had printed materials and I often took them with me - when I was sitting in my car waiting to collect my children from school, I was studying, or if they were at a swimming lesson I was sitting out in the foyer of the swimming pool, studying. The schedules were made out so that you had a specific amount of work to do every week or every couple of weeks, that suited me because I feared that I would have a problem with self-motivation but because there were little goals and deadlines, that kept me going. If you’re studying alongside work or your family life where you have other major responsibilities, it’s absolutely vital to choose something that you really love. It’s hard work but it’s manageable if you really love what you’re doing.
I highly recommend the OU. I’ve studied in conventional third-level full-time education and have also done other distance courses, The Open University was by far the best.
Reputation had a lot to do with why I chose the OU. I’d watched my dad study with the OU and he always encouraged me to think about it. We’d moved to Manchester from Belfast so I had a very disruptive time at secondary school where I also experienced some bullying. I didn't do very well and left school to do my A levels at Sixth Form College. I didn't enjoy that so I dropped out. Then about five years later when I had my son I did an A level and then a childcare qualification. I started a degree with another college doing it in the evenings. By then I’d divorced and become a single mum. I had to be at the college by 5.30 and really struggled to get babysitters for that time so couldn’t continue. All this time my dad kept saying why not join the OU? So I did. I funded my course using OUSBA, which meant I could pay for it in monthly instalments and didn't have to pay upfront or take out a student loan and end up in debt. I was surprised at the amount of resources and guidance with Tutor Marked Assignments (TMAs) that you get. By the time I came to enrol with the OU I’d previously started a degree somewhere else so I knew that you didn't get as much support at other places. The tutors were friendly and approachable and responded very quickly to emails. We made arrangements to discuss matters over the phone when necessary. When I was part way through my degree I married my second husband. He was really supportive and already had a degree in psychology. Seeing me study and how flexible it was, inspired him to sign up with the OU to do his Masters. I teach on the childhood studies and early years course at college. I’m also part of the staff providing psychological resources for the rest of the team and have also taught psychology. Now I have my Masters I teach on the foundation degree too. Taking my degree with the OU has given me more options of what I can teach. It’s easy to see why it can become addictive. It’s so flexible and fits so easily around your life. Three of us in one family have now done degrees with the OU. It’s a family affair.
You must hold a bachelor's degree from a UK university or other recognised degree-awarding body, or a qualification at equivalent level.
Recipient: Open University
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