(MA) Education

Overview

Are you a professional practitioner working in an educational setting? Are you curious about the teaching process, with a determination to understand and adapt your work to new challenges and different landscapes in education? Are you critical of the intersections between policy and practice? Are you ready to meet others who share your commitment and critical engagement with educational ideas? We hope that our MA in Education will excite and challenge you in equal measure.

Key Facts
Award: Masters
UCAS Code:
Academic School: School of Teacher Development
Duration: 2-3 years
Mode of Study: Part-time
Start Date: October
Awarding Institution: Bishop Grosseteste University
Institution Code: B38
Entry Requirements

You will need to have obtained, or be predicted to obtain, normally an undergraduate honours degree with a minimum of lower second class honours (or equivalent). MA in Education Students need to be working in an educational setting

All prospective students are required to have an interview with the Programme Leader or a member of the academic team before commencing the course (this includes a telephone interview if needed) and all are welcome to arrange a campus visit before enrolment.

In addition, all students will need to have an Enhanced Disclosure from the Disclosure Barring Service. A successful Enhanced Disclosure is required before commencing the course.

If you have any questions about the entry requirements for this course, please contact our Enquiries team for advice on +44 (0) 1522 583658 or email enquiries@bishopg.ac.uk.

BGU is committed to widening access and participation and we adhere to a strict policy of non-discrimination

Accreditation for Prior Learning
If you’ve recently completed or studied a particular module as part of a previous qualification, this may mean that you’re not required to undertake a particular module of your BGU course. However this must be agreed in writing and you must apply for this.

About The Course

If you are a graduate working in education and looking for academic and professional development and experience in research education, this could be the course for you. It is flexible, part-time (for most participants) and is designed to be suitable for busy professionals. You can aim for the full MA degree (180 credits) from the start or begin with the smaller Postgraduate Certificate (60 credits) and stop there or build credits on afterwards towards the MA. You may already have some credits (e.g. from a PGCE or a CPD course) which you may be able to use towards the MA, subject to certain conditions.

There are five modules of this Masters Course. The course materials are designed to encourage you to interpret the assignments in ways that will adapt to your current professional role and enable you to articulate your personal learning agenda. The tutors on the Research Education team will help you to formulate key research questions through reading that will extend your thinking and through reflection on your professional context.

Throughout your studies you will be questioning taken-for-granted assumptions about evidence-based practice, exploring the implications for alternatives and sharing the results of your research in order to influence professional practice. Our students are work-based learners who include Head Teachers, NQTs and RQTs from school settings. We have also had students who are Drama Practitioners, Musicians, Artists, Social Workers, FE Lecturers and work-based trainers in the industry. The essential criterion is that your work involves educational intervention and assessment in broad terms.

The course brings together those who have a common passion for education. If you have a keen interest in your own learning and the learning of others, a curiosity about the teaching process itself and a determination to understand and improve your own working context, then this course will excite and challenge in equal measure.

Delivery

All of our MA students are work-based in a variety of settings (some international) with most working as teachers or supporting learning in other ways. The work-based aspect of this course provides a unique chance for you to understand and improve education in your own work setting with every piece of work centred around your own area of interest.

There are a number of study modes available including school-based study groups, residential weekends and summer schools, supported self-study and specialist study programmes (e.g. for Specialist Teachers of Primary Mathematics). Most students experience a range of study modes across the full MA which culminates in a dissertation.

Assessment

We aim to make assessment an integral part of your learning. Each assignment outline is developed to reflect your own working reality and the precise format is negotiated with a tutor. One module is assessed through 50% assignment and 50% presentation. All other assignments are written assignments in the form of reports, portfolios and assignments.

Careers & Further Study

Many graduates of this course have found their career progression enhanced as a direct or indirect result of following this course. More significantly, they have been directly in involved in research education and developed these skills professionally in an educational context. Through the building of systematic enquiry skills and incisive critical engagement with educational issues, Graduates of the MA in Education have demonstrated that they have enhanced their practice and made a direct impact on their schools as learning communities.

Having completed the MA it is possible to continue with further study at masters level – perhaps a specialist certificate or diploma (eg in Church School Leadership) or another full MA. It can also open the door to study for a PhD or professional doctorate such as the EdD. Some graduates move on to teaching positions in higher education or to leadership positions within an educational organisation.

Modules
Perceptions of the best of practice in any curriculum or specialist area are subject to rapid change. This module seeks to support teachers in developing research-aware practice that evaluates and develops pedagogical or innovative issues in a particular subject or specialist area. The module provides structured support for rigorous exploration and critical analysis leading to plans for the informed development of practice. This module uses’ innovations in Subject Specialism’ to fine-tune your understanding and critical engagement with innovation and development in your chosen subject area in the curriculum, or an area of specialist skill in leadership, or pastoral care, for example. By strengthening participants’ subject and specialist knowledge, and developing an increased understanding of particular issues and innovation in a subject area the enhanced awareness of the developments in educational policy, practice and research has the potential to demonstrate positive impact on the quality of subject or other specialist knowledge and skills in the your setting.
The aim of the module is to develop your understanding of educational ethnography and action research, including how the methodologies can be used to research and improve professional practice at a range of levels and in a variety of contexts. It aims to introduce you to ethnographic research as a way of analysing professional contexts and practices by ‘making the familiar unfamiliar’, and it aims to introduce action research as a way in which to improve professional practices. By combining experiences of ethnography and action research the module aims to increase your awareness of different traditions of educational research and their potential for describing, analysing, and improving professional practice.
The aim of the module is to map the landscape of public policy in educational settings (the policy-focus is selected by you as relevant to your practice). The purpose is to develop your understanding of the ideological and structural features of educational policy text, to discover how these are constructed and how these influence practice at individual, institutional, and national levels. It works by interrogating the ways in which concepts like; organisational development and pedagogical improvement in different contexts are constructed through education policy at national and local levels. By examining the relationship between research, educational policy and practice, the module encourages you to engage in sustained reflection on your role as professional practitioners and evaluate how policy can be utilised to inform change within individual and organisational settings.
Research Skills is a core module intended to provide you with sufficient theoretical, conceptual and philosophical grounding in qualitative, quantitative and mixed method research designs to become increasingly informed and productive members of your own professional and scholarly communities. The module will provide you with the research skills to commission or carry out and critically evaluate rigorous research in the field of education. The Research Skills Module is placed as fourth in a series of modules to act as a preparation to support the more extensive research being undertaken in the 15,000 word dissertation. Although theories and methods in educational research are embedded in the intended learning outcomes of all MA modules the emphasis here will be on methodologies and a strong focus on research ethics to include the submission of a proposal application to the University Ethics committee.
The dissertation demands enquiry and research skills, intellectual awareness of issues, discriminating use of research methodologies and refinement of argument, all at the highest level of scholarship. Supported by supervisors and prepared through workshops and action learning sets on research methodology, you will face the challenge of developing a sustained, accurate, subtle and reflective argument on an educational issue, with a view to impacting on policy, practice or pupil progress. Dissertations will be available through the library for future reference, through open line sources with options to link to student-generated websites. The purpose is to increase your potential to influence future enquiry as well as to have an impact on the your own and others’ practice. Due consideration will be given to ethical guidelines concerning anonymity and safeguarding throughout the work. The Dissertation may include the option to undertake a desk-top research project, with attendant focus on the learning outcomes. This is a core module and forms the culmination of the degree of MA in Education at Bishop Grosseteste, whatever route is taken for the first 120 credits. Successful completion of Research Skills as a distinct module must be completed in some form and is a prerequisite for this module.
Academic Staff
Dr Yvonne Hill
Programme leader

Dr Yvonne Hill is a feminist ethnographer with a background in Sociology and a commitment to postgraduate t

Helen Thornalley
Academic Staff

Helen has oversight of Secondary PGCE for Physical Education and Dance, leadership in secondary mentor trai

Professor Chris Atkin
Academic Staff

Professor Chris Atkin’s education qualifications include Certificate in Education (Further Education), Ba

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Undergraduate course applicants must apply via UCAS using the relevant UCAS code. The application fee is £12 for a single choice or £23 for more than one choice. For all applicants, there are full instructions at UCAS to make it as easy as possible for you to fill in your online application, plus help text where appropriate.

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