MA Education

The Masters degree in Education aims to offer practising teachers a clear pathway to achieving a Masters level qualification in Education. The programme focuses on key areas of content which are acknowledged as being at the heart of effective learning and teaching – whether at primary, secondary or further education level.

This new and innovative programme has considerable resonance with the Masters in Teaching and Learning (MTL) in England and is aimed at NQTs as well as more experienced professionals. The scheme is designed for students who require a flexible programme of postgraduate study linked to their work within an educational context. It provides students with the opportunity to cultivate critical, analytical and higher order understanding of their own practice, as well as to bring an element of freshness into their subject knowledge and understanding.

A key feature of the programme is the way in which it will accredit the Prior Learning (APL) of teachers who have gained M level/Level 7 credits as part of their ITET programmes, Early Professional Development (EPD) or CPD.

Trinity University College has a long tradition of Initial Teacher Education and Training (ITET) and within the Estyn inspection of 2007-8 the college’s ITET provision was rated as the best in Wales. The MA in Education capitalises on this strength as well as its nationally-recognised expertise in bilingual provision.

The Modules

Taster Modules (15 credits each)

These modules are aimed mainly at practitioners who may want to experience a flavour of Masters level work before enrolling on the main MA Education programme.

Reflecting on Induction
Essential Mentoring Skills
Introduction to Bilingual Education
Second Language Learning
Thinking about Religious Education*
The Religious Education of Pupils with Additional Educational Needs*

* these modules are aimed at RE specialists. Additional taster modules are currently being developed.

Students who successfully complete one or more of the above modules will be considered via the APEL procedure for appropriate accreditation when progressing to Part 1.

Part 1 Modules (30 credits each)

Research Methods
Learning and Teaching
Technology Enhanced Learning
Learning Countries: Contemporary Education Debates

Part 2 (60 credits)

Dissertation

Students will need 120 Part 1 credits (some may be gained by APEL) before they can be considered for progression to Part 2.

Students will need to complete both parts (180 credits) to gain the Masters in Education.

How will I study?

The programme will be delivered flexibly to enable full time teachers to attend university-based classes. This will include weekend and twilight sessions. Students will be expected to take advantage of the university’s Virtual Learning Environment (VLE) to support their study, and will undertake directed study at home and in their educational setting.

How will I be assessed?

Assessment will be through a range of assignments and may (depending on the modules studied) include classroom-based research, a reflective journal, online task, 30 minute seminar / conference presentation and dissertation

When does the course start?

The course will be offered for the first time in late September 2009 but students may wish to join the programme in January or after Easter. One module will usually be offered each school term and students may wish to take one or more module each year.

How long is the course?

Students will normally take up to 4 years to complete the degree.

What if I don’t finish the course?

Students who, for whatever reason, do not finish the course, may be eligible for the following University of Wales awards depending on the number of credits gained:

Postgraduate Certificate (60 credits)
Postgraduate Diploma (120 credits)

What are the entry requirements?

Students are normally expected to have a first degree in the 2:1 or 1st class categories. However, the School encourages students with an equivalent professional qualification or significant relevant professional experience to apply.

Because the course focuses on teaching and learning and requires students to draw on their own teaching experiences, students will normally be in a post which allows them to reflect on their own teaching and learning strategies and to undertake action research within their particular context. For example, a student may be an NQT undertaking a programme of Induction or Early Professional Development, an experienced primary, secondary or further education teacher or a professional who teaches for part of their time.

Programme Specification

The main educational aims of the programme are to:

provide a flexible pattern of study for students who seek further professional development within the field of education;
provide students from different backgrounds the opportunity to cultivate critical, analytical and higher order understanding of their own practice, as well as bringing an element of freshness into their subject knowledge and understanding;
develop the capacity for students to plan and manage their own learning through identifying their own professional development needs.

Programme Outcomes

The Learning Outcomes of the modules in the programme will enable students to demonstrate:

Knowledge and understanding of the field

a thorough knowledge and critical understanding of the underlying values and principles relevant to education;
an in-depth knowledge of the diversity of learners and the complexities of the education process;
a critical understanding of the complexity of the interaction between learning and contexts, and the range of ways in which participants (including learners and teachers) can influence the learning process;
a thorough knowledge of the societal and organisational structures and purposes of educational systems, and the possible implications for learners and the learning process;

Application

an ability to critically analyse educational concepts, theories and issues of policy in a systematic way;
a well developed ability to identify and reflect on potential connections and discontinuities between each of the aspects of subject knowledge and their application in educational policies and contexts;
a critical ability to accommodate new principles and understandings;
a substantial competence in using a range of evidence to formulate appropriate and justified ways forward and potential changes in practice;

Reflection

the ability to critically reflect on their own and others' value systems;
a critical ability to use their knowledge and understanding to locate and justify a personal position in relation to the subject;
a thorough and in-depth understanding of the significance and limitations of theory and research;

Transferable Skills

the ability to develop a strong line of argument both verbally and in writing;
an ability to compare and contrast the strengths and weaknesses in the arguments and opinions of others;
an ability to use information and communication technology (ICT) including work processing, databases, internet communication, information retrieval and online searches;
an ability to work with others, as a result of the development of interpersonal skills, to demonstrate the capacity to plan, to share goals, and work as a member of a team;
the ability to improve their own learning and performance, including the development of critical study and research skills, information retrieval, and a capacity to place and manage learning, and to critically reflect on their own learning;
a critical ability to analyse, synthesise, evaluate and identify problems and solutions.

Tempted?

Trinity University College has provided high quality teacher training and education since 1848, as the longest-serving provider in Wales. The School of ITET has vast experience of working with practising teachers and is aware that many teachers would only want to follow a course of this nature if it focused on the teaching and learning process and made a difference to their own classroom practice and that of their learners.

From September 2009, the School of ITET will be working with LEAs to offer a number of taster modules alongside usual CPD activities such as induction programmes, mentor training and second language courses. The taster modules are designed to ‘get you hooked’ – to try and ensure that you get accredited for some of the work which you do anyway – and to help you on the road to achieving a Masters qualification.

Fees

Fees are reviewed annually, current information is available on the University’s website:

How do I apply?

If you would like to apply or to register an interest so that we can keep you informed of our developing programme, please contact the Registry for an application form 01267676767 registry@trinity-cm.ac.uk