This MA draws on research and policy news to support subject and phase school teachers. It offers a combination of practice and issues modules, and is delivered in a school-friendly way, including on-site at school clusters, online and at weekends- http://www.gold.ac.uk/pg/ma-education-school-based-explorations/
We've worked closely with schools to develop this MA. It is relevant to school-based practice, responds to the need of student populations in situations of policy uncertainty, explores school change and the immediacies of adapting policies and practice to local needs and addresses issues of inclusion, marketisation, and competition.
It is inspired by the belief that educational improvement stems from the collective efforts of all who work in schools. It aims to support such efforts.
When and where?
Modules on this MA are delivered on a flexible basis. Sessions run over long weekends and during the holidays. By arrangement, they can also run on school sites for clusters of schools, as appropriate.
To discuss the best approach for your school or cluster of schools, please contact:
Goldsmiths Teachers’ Centre | [email protected]
| 020 7919 7326
If you have specific questions about the degree, contact Kirstin Lewis.
Modules & Structure
The programme is made up of:
A compulsory core module
Postgraduate Certificate students may choose one of these option modules; Postgraduate Diploma students take three option modules. For the Masters award, you have to complete 180 credits, made up from the compulsory core module, plus option modules and the Dissertation (60 credits).
Practitioners who already have existing M-level credits from any institution may transfer up to 60 of these (two modules) on to the MA.
Dissertation (60 credits)
This module applies ideas discussed in other areas of the programme about how policy and research become practice. These will be explored within a context of engaging with critical, analytical approaches in order to better understand how policy and research findings can be adopted to enhance and inform evidence-based practice in tandem with professional expertise. We will be examining the relationship between research and practice, particularly in the school context. The programme offers the opportunity to take an area of professional and/or school-wide interest and to draw on the dissertation process in order to create evidence-based developments. Length: Three consecutive days and five hours-of-face to face or online tutorial support for assessment including draft reading.
Assessment is by written assignment. These often include professional artifacts such as policies, schemes of learning, and project plans, together with theoretical analyses.
Skills & Careers
The programme will:
enable you to develop an understanding of current policy developments in education
outline how to work with policy and school development priorities in terms of your own practice
encourage you to access and engage with up-to-date research in education
highlight how research can inform and develop practice in education
Please visit http://www.gold.ac.uk/pg/fees-funding/
You will be a practising teacher. Many students will come from PGCE programmes, others may come from partnership schools involved in the PGCE and in the work of the Teachers Centre. Practising teachers will by definition usually have an undergraduate degree. IELTS 6.5 (with a minimum of 6.5 in the written test and no individual test lower than 6.0).