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Education Studies (MA)
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Entry requirements
Standard Entry
A first degree or equivalent qualification or relevant personal or professional experience.
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Academic title
Education Studies (MA)
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Course description
COURSE INFORMATION
This programme focuses on practices in educational systems with particular reference to national policies and their impact on learning. However the intention is to create the conditions in which you are able to reflect on issues that are relevant to your own professional work. The programme enables individuals to consider the implications of their learning, reading and enquiry for policy and practice in their own professional context.
The key aim of the programme is to establish the conditions and standards for rigorous critical enquiry and discourse and so to extend the criteria for judging taken-for-granted assumptions underlying educational policy and practice. The programme will enable students to develop an increasing respect for evidence and discourse and the capacity to initiate and sustain change, both in their own practice and more generally within their professional context.
The specific aims of the programme are to enable the student to:
* Examine key features of practices in educational systems with particular reference to major current policy initiatives,
* Develop skills of enquiry including the capacity to analyse data for particular contexts
* Engage in informed discourse and debate about evidence, policy and practice
* Develop the capacity to reinterpret practice in the light of learning during the programme,
* Develop critical understanding of the inter-relationships between research, policy and practice and their manifestations in different settings.
COURSEWORK AND ASSESSMENT
There are no examinations in this programme. Assessment is mainly through written assignment.
OTHER INFO
When applying for this programme, can you please state in the Personal Statement section of the application form whether you have Qualified Teacher Status and if so, what your registration number is.
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