2017/18 New Entrants, Full Time
|Stoke-on-Trent Campus||Full-time||2017/18 Academic Year||Apply Direct|
|Stoke-on-Trent Campus||Full-time||2018/19 Academic Year||Apply Direct|
Participation on this course will enhance your employability status and flexibility to move within the education sector, broadening and strengthening knowledge of educational issues and knowledge required for a range of professional roles within education.
The MA in Education aims to meet sector needs for advanced academic and subject specific training in a broad educational context. The course will develop skills required for a changing education sector. The option of specific pathways will enable you to select areas of interest to support your future employment opportunities. The course does not lead to Qualified Teacher Status.
The MA in Education will allow you to develop and enhance your own professional practice in education. It focuses on developing your practice in relation to the needs of your professional setting. All of the modules are designed to support your teaching and associated educational leadership practice in a wide range of work-place settings. This might be in a school, college, local authority, public service or community setting. It provides a programme that will inspire you and develop your passion for working in education, whilst extending and enhancing your own educational development. We welcome applications from individuals who wish to enhance their continuing professional development portfolios through engagement with single modules.
We value the knowledge that you have already gained through your prior experience and you are encouraged to contribute your ideas and experiences from practice in class sessions.
Progression through the course
You will usually complete two 30 credit modules at level 7 during the first stage of study. This stage is usually completed during one academic semester.
You will usually complete two further 30 credit modules at level 7 during the second stage of study. This stage is usually completed during one academic semester.
You will complete a two stage research dissertation. Each stage consists of 30 credits. Part 1 comprises a rationale, literature review and methodology chapter (7,000 words). Part 2 reflects on part 1, reports research findings, analyses those findings and makes recommendations relating to practice (8,500 words).
- Learning and Assessment (30 credits)
- Education, Culture and Society (30 credits)
- Contemporary Issues in Early Years (30 credits)
- Collaborative Working in Education (30 credits)
- International Perspectives in Early Years (30 credits)
- Educational Leadership and Management (30 credits)
- Dissertation (60 credits)
An Honours Degree (Classification 2:2 or above).
GCSE English grade C or above, or equivalent
Evidence of an Enhanced DBS check (The university can process this application. However, participants will be required to pay the standard fee).
If your first language is not English, you need to evidence at least one of the following:
- a minimum score of 7.0 (with a minimum of 6.5 in the writing and listening modules) in IELTS (International English Language Testing System) as administered by the British Council in most countries
- a minimum score of 550 in TOEFL (Test of English as a Foreign Language) or 213 in the computer-based test. TOEFL results must include a minimum score of 4.5 for the TWE (Test of Written English)
- Cambridge Proficiency Grade C
In six words: professional, structured, relevant, supportive, informative and friendly. I found the MA in Education course at Staffordshire University to be an extraordinary experience and, by far, the best of my professional career. The course was well structured, relevant and taught incredibly well by tutors who would go out of their way to help and support you. The modules were informative and wide ranging. This helped me gain a greater insight to teaching and learning which enhanced my role at school. The course provided a great opportunity to interact closely with the very friendly Staffordshire University tutors and fellow postgraduate students to create a professional network which I am sure will last for some time. Without doubt, this course stands head and shoulders above any other course I have attended. I recommend without reservation this course and this institution to anybody considering studying a postgraduate teaching course. This really has given me the impetus to help drive change at my school with increased confidence.
Zakir Khan, Teacher of ICT at Sandwell Academy
The majority of the modules require you to attend a series of tutor-led seminars and workshops. These include a variety of teaching and learning methods, including presentations by experienced academics and practitioners, large and small group discussions, case studies and task-centred investigations. The sessions have been specifically designed so as to synthesise the theoretical underpinning and/or current educational research within an educational context, in order to encourage engagement in critical reflective practice. Such reflective practice is seen as a means of developing your learning of educational practice. In this way the sessions are designed to build on your knowledge and understanding of educational practices in order to maximise personal development and shared learning among diverse subject areas and/or educational domains. Typically an active learning approach is adopted throughout all modules.
The content and structure of the modules have been developed to ensure that you are:
engaging with relevant theories and current evidence-based educational research through workshops, seminars, independent study and self-assessments
undertaking a selection of task focused activities with other course participants
working with participants from other education sectors and/or subject areas
being supported in the development of your own professional practice by gaining feedback from others
initiating meaningful self-study to address identified development needs as autonomous learners
engaging in reflective practice as a means of either consolidating or improving your standard of performance
As with all taught Masters courses, there is a significant amount of work and study to undertake outside the class sessions. This mainly takes the form of critical engagement with the work of relevant educational organisations and policymakers, academic journals, research reports and recommended texts to both consolidate the learning in the sessions and prepare you for the module assessments.
All modules are assessed through a variety of formats. These include:
- case studies
- annotated bibliographies
- contributions to online discussion forums
Although group-work is strongly supported as a learning strategy in the majority of modules throughout the course, all modules are assessed summatively by means of individual assessments.
For those working in early years settings, optional modules can be taken which have an early years focus.
We would strongly encourage you to seek a placement in an educational setting within your own locality. This could be linked to a potential employment opportunity in a sector that you wish to gain new experiences in. However, it can be purely voluntary.
The strong focus on professional practice and the development of research skills through engagement with the course will strengthen your professional development, raise your research profile and facilitate career enhancement. You will be able to draw upon this experience to support your personal, professional and academic development.
Tutors will support you to find suitable placement opportunities.
Please note that the course does not lead to Qualified Teacher Status.
Once you have your Masters degree, you will have the opportunity to progress to our PhD and EdD awards, Doctoral level programmes aimed at helping you develop your capabilities even further
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