Education MA

 
  

Fact file

Qualification
MA Education
Duration
1 year full-time including dissertation, 2 years part-time or via summer school plus dissertation
Entry requirements
2:2 (or international equivalent).
Other requirements
Applicants should have one year of full-time work or volunteer experience in an educational setting; a teaching qualification that includes a substantial placement-based component (eg. PGCE) will be considered acceptable experience
IELTS
6.5 (no less than 6.0 in any element)

If these grades are not met, English preparatory courses are available
Start date
September, January or July
Campus
Jubilee Campus
School/department
Tuition fees
You can find fee information on our fees table.
 

Overview

Designed to reflect the needs of individuals and organisations, this course will deepen and refine your capacity to reflect critically on the way you work.
Read full overview

Teaching on this course is underpinned by systematic practitioner inquiry and you will be encouraged to identify issues that are significant to your professional practice.

While each module has its own particular focus, all are concerned with investigating contemporary educational issues in the light of historical, political and social contexts, appropriate literature and the shared experience of course members.

Study is flexible, in order to meet the needs of individuals and organisations and includes:

  • a range of optional modules so you can tailor your degree to your personal and professional interests
  • different modes of delivery which take account of individual needs and professional contexts
  • exit points en route to a full masters programme

The MA course provided me with the unique opportunity to research my own practice and develop a greater understanding of the issues facing schools today. Now as a Head of Department I am able to implement many of the forward thinking ideas discussed in such a developmental setting.

At the University of Nottingham, it was the relationship between staff and students which made it such a rewarding and highly enjoyable place to enter the teaching profession.
 

Tom Kitson, PGCE Geography, progressing to MA Education

Find out more about studying at the School of Education.

Tutors

The staff listed above teach modules within the education stream. They are joined by a larger team of tutors teaching on optional modules.

Key facts

  • 200 years of experience in the field of education
  • 4th in the UK and 22nd worldwide for education in the QS World University Rankings by Subject 2017
  • 3rd in the UK in the latest Research Excellence Framework, with 84% of our research considered world-leading or internationally excellent
 

Course details

The taught element of this course is made up of 120 credits, plus a 60-credit dissertation. It can be completed over one year full-time, or two years part-time/via summer school plus an eight-month dissertation. There are PGDip and PGCert exit points, and it is available to individuals and cohorts from schools/consortiums.

There are currently two core modules and a wide range of optional modules which can be taken from a range of MA programmes in the School of Education. All modules are 30-credits, unless otherwise stated.

Full-time students will be required to choose two modules per semester, while part-time students choose one per semester.

Assessment

Each 30-credit module is assessed by a 6,000-word written assignment. To complete the masters, you must achieve a pass of 50 on each assignment.

The 15,000-word dissertation is an original piece of work and should be related to one of the selected modules on an approved topic.

Individual applicants

This course offers a flexible approach for individual applicants. Modules can be studied in a variety of ways, including:

  • 10 weekday twilight sessions over the course of a semester or academic year
  • summer school (each module is taught over one week)
  • via online study

Cohort applicants

We welcome approaches from educational organisations looking for a bespoke programme for their staff. This can help create or develop a local network of educators, in collaboration with organisations such as partner, feeder or special schools, PRU, FE colleges and integrated services.

Our staff will deliver the modules on your premises or in a local community setting, usually for groups of 12 or more. Sessions can be scheduled to suit group members and may take place during twilight sessions after school, on inset or holiday days, or at weekends.

Applying

To ensure your application is considered in time, please note the following dates:

Important dates
Mode of studyStart dateApplication deadlineFee year
Part-time
UK and EU
25 January 2018 4 January 2018 2017/18
Part-time, summer school
UK, EU and international
July 2018 - to be confirmed 1 July 2018 - to be confirmed 2017/18
Full and part-time
International
24 September 2018 13 August 2018 2018/19
Full and part-time
UK and EU
24 September 2018 3 September 2018 2018/19
Part-time
UK and EU
24 January 2019 3 January 2019 2018/19
Part-time, summer school
UK, EU and international
July 2019 - to be confirmed 1 July 2019 - to be confirmed 2018/19

Nottingham PGCE graduates

University of Nottingham PGCE graduates who started their course between September 2010 and September 2013, will have received an automatic offer for this course and do not need to submit a new application. If you would like to accept your offer, please contact our admissions office with details of when you would like to start. The automatic offer is valid for five years so you will need to apply again if this time has passed.

PGCEi graduates will not have received an automatic offer so will need to submit a new application (alumni do not have to pay the application fee).

Recognition of Other Learning (ROL)

If you have prior learning or experience at an appropriate level, you may apply for exemption from some of the credit requirements of the course.

 
 

Modules

Core

Practice-Based Inquiry (30 credits)

The content will involve students in active critical consideration of participating in and leadership of practitioner inquiry in relation to professional context mapping and workplace learning.

These processes will be achieved through: conceptualising different kinds of practitioner inquiry relevant to work-based understanding and development (purposes, processes, contexts, dilemmas, outcomes); examining a range of approaches to educational inquiry, with an emphasis on action research; developing an inquiry into your professional context.

Mode of teaching: Evening/daytime sessions in the autumn and spring semesters. Also block study in Summer School.

Experience required: We would normally expect you to have one year's relevant experience but this could include your PGCE year (teaching practice).

 
Dissertation (60 credits)

This involves the researching and writing of a substantive piece of scholarship within the field of the course.

You will choose a topic in consultation with your course leader and an appropriate supervisor. The topic will normally be based on interests and skills you have developed in the course of the modules already studied.

 

Optional

Subject area: Creativity, Arts, Literacies and Learning

Literacies and Learning in and out of School

This module covers the following:

  • Theories and definitions of literacy
  • School literacy - histories and debates
  • Children's literature and media
  • Community and lifelong literacies
  • Multimodality, multimedia and new literacies

Mode of teaching: Evening sessions in the autumn and spring semesters.

Experience required: We would normally expect you to have experience of working as teachers in schools, or as educators in less formal arts or community-based settings, for example, in arts organisations, community literacy projects, in the production and distribution of texts in traditional and new media or in arts-based therapies.

 
Creativity, Places and Spaces

The module will cover the following:

  • Theories of creativity
  • Creativity and the arts
  • Language, linguistics and creativity
  • Place based learning
  • Creative pedagogies

Mode of teaching: Evening sessions in the autumn and spring semesters.

Experience required: We would normally expect you to have experience of working as teachers in schools, or as educators in less formal arts or community-based settings, for example, in arts organisations, community literacy projects, in the production and distribution of texts in traditional and new media or in arts-based therapies.

 

Subject area: Education

Changing Classrooms: Policy, Research and Practice

This module critically examines contemporary debates surrounding orthodoxies in curriculum, learning and assessment in schools, and how these relate to policy and practice.

In particular it considers the way different orthodoxies frame what children and young people learn in schools, how they learn and how assessment practices inform learning processes. The module will explore these orthodoxies in terms of their origins and purposes and it will consider alternative models from an international perspective.

The module starts by considering the history, politics and ideology of the curriculum as it currently exists. It then develops understanding through application of psychological, social and cultural theories of learning and assessment. These theorised views of schooling and classroom practices enable us to analyse and critique the wide-ranging policy and research discussions about curriculum, learning and assessment that are currently under way.

You will be engaged in considering how developments of, and alternatives to, current practices will impact learning and teaching in the future.

Mode of teaching: Evening sessions in the autumn semester or in Summer School on an annual rotating basis.

Experience required: You would normally be an education practitioner or have access to a classroom setting but this could include your PGCE year (teaching practice).

 
Schools, Society and Mental Well Being

This module focuses on the relationship between society, education and mental well-being.

The context of the early 21st century is exerting new pressures in the lives of young people and educators, via influences such as globalisation, economic austerity, rapidly developing technology and the evolution of new identities. Research indicates that in the UK and other countries, there is an increasing prevalence of mental-ill health amongst young people together with stress-related illness triggered by the demands of performativity in the experience of teaching staff. The central question that the module seeks to critically explore is the scope and role that educators can play in understanding and supporting mental well-being both within themselves and in their relationships with others.

The module is taught in an experiential and process-lead way, beginning with an audit of personal/professional experience. The prevalence of mental ill-health is traced and the impact of trauma is explored. You are then introduced to a theoretical /skills based model of helping and supporting before exploring a series of commonly presenting themes encountered in school settings.

The module concludes via a critical consideration of the opportunities and limitations of providing support in school settings as well as quality assurance procedures in the form of supervision and self-care of the educator.

Mode of teaching: Evening sessions in the autumn semester.

Experience required: We would normally expect you to have two years' relevant experience.

 
Developmentally Appropriate Practice in Early Years

This module considers:

  • Policy, curriculum and pedagogies issues in Early Years education
  • International models of early years education
  • The EY curriculum and the role of child initiated learning and play
  • EY assessment
  • School 'readiness'

Mode of teaching: Spring semester or in Summer School.

Experience required: You would normally be an education practitioner or have access to a classroom setting but this could include your PGCE year (teaching practice).

 
Mentoring Beginning Teachers

The module content is designed to develop your mentoring practice in support of beginning teachers and to support your own professional and academic development as a mentor.

This is achieved through a series of taught sessions that are closely linked to your day to day practice as a mentor to beginning teachers, and which provide support to develop theoretically underpinned rationales for mentoring activity. In this way, you will develop your practical skills in mentoring beginning teachers and develop a theory of action for your mentoring practice.

Mode of teaching: Evening sessions in the autumn and spring semesters.

Experience required: You must be working as a mentor to beginning teachers or have negotiated agreed access to a mentor/mentee arrangement in a school or college.

 

Subject area: Educational Leadership and Management

Leading Learning

The module will address the essential features of effective learning (as relevant to the participants' sector by examining: the process of learning; supporting learning (for example through adults, peers and technology) both within and beyond the educational organisation; an overview of approaches to improvement and raising achievement in educational organisations; monitoring and evaluation of learning: the use of data, target-setting, monitoring.

Mode of teaching: Morning and afternoon sessions in the autumn semester. Also block study in Summer School.

Experience required: We would normally expect you to have two years' relevant experience.

 
Issues in Educational Leadership

This module is designed to meet the varying needs of the candidates. Such needs may have been identified prior to joining the course, through the process of self and organisational analysis, or through ongoing reflection on individual and organisational need throughout the course.

Mode of teaching: Morning and afternoon sessions in the autumn semester. Also block study in Summer School.

Experience required: We would normally expect you to have two years' relevant experience.

 
Effective Leadership and Change in Education

This module will address the nature and practice of leadership in education. It will look at six themes:

  • concepts of leadership
  • change
  • leadership qualities, behaviours and competencies
  • power and authority
  • organisational cultures and distributed leadership
  • professional development

Mode of teaching: Morning and afternoon sessions in the autumn semester. Also block study in Summer School.

Experience required: We would normally expect you to have two years' relevant experience.

 

Subject area: Learning, Technology and Education

Introduction to the Learning Sciences

The module covers:

  • associative models of learning
  • cognitive models of learning
  • constructivist models of learning
  • cultural, situated and connectionist models of learning
  • multimedia: the encoding and production of representations
  • intelligent tutoring: theories and implementations of artificial intelligence
  • variation in learners and learning
  • assessment and its electronic mediation

Mode of teaching: Evening sessions in the autumn and spring semesters.

Experience required: You would normally be an education practitioner and have two years' relevant experience.

 
The Social Contexts of Educational Technology

This module provides an introduction to the interpersonal and societal contexts within which educational innovation with learning technology occurs.

In particular it positions you to understand the institutional dimension of creating and sustaining learning technology innovation. It addresses theories of effective interpersonal learning interactions and the relevance of learning technology to their mediation.

Mode of teaching: Evening sessions in the autumn and spring semesters.

Experience required: You would normally be an education practitioner and have two years' relevant experience.

 

Subject area: Special Needs

Relationships and Behaviour

This module considers the following key areas:

  • Experiential learning and its relationship to reflective practice and reflexivity: exploration via a learning journal genre
  • World views and models of human behaviour
  • Theoretical perspectives on behaviour: behaviourist, humanistic and postmodern approaches
  • Social and emotional aspects of behaviour: mental well-being, shame, self-esteem
  • Punitive and restorative justice - responding to bullying and challenging behaviour, conflict resolution and peer mediation
  • The intensity/functionality of behaviour - escalation/de-escalation, communication and crisis intervention
  • Controversial issues: eg restraint, exclusion from school, sex and relationship education
  • Supporting students with ADHD
  • Workforce issues: self-care, partnership working

Mode of teaching: In each semester you can take one module if studying part-time and two if studying full-time. Evening sessions and also block study in Summer School. The modules are supplemented by an induction day and a study weekend in January each year.

Experience required: We would normally expect you to have two years' relevant experience.

 
Communication and Literacy

This module considers the following key areas:

  • Typical and atypical development of communication
  • Typical and atypical development of literacy/learning including specific learning difficulties/dyslexia
  • Communication and literacy/learning assessments and interventions
  • Understanding autism and Autistic Spectrum Disorder
  • Communication and literacy/learning for children with learning disabilities including Autism, Downs Syndrome and Dyslexia
  • Effective teaching and learning environments

Mode of teaching: In each semester you can take one module if studying part-time and two if studying full-time. Evening sessions and also block study in Summer School. The modules are supplemented by an induction day and a study weekend in January each year.

Experience required: We would normally expect you to have two years' relevant experience.

 
Researching Special and Inclusive Education

This module considers the following key areas:

  • Research purposes and paradigms
  • Epistemological influences on research design and practice
  • The reflective research practitioner
  • Participatory approaches to research
  • Criticality in reading, writing and reviewing the literature
  • Advantages and disadvantages of different methodological approaches to researching special and inclusive education
  • Planning and designing research projects
  • Ethical codes of practice and their importance in researching special and inclusive education
  • Applying research skills

Mode of teaching: In each semester you can take one module if studying part-time and two if studying full-time. Evening sessions and also block study in Summer School. The modules are supplemented by an induction day and a study weekend in January each year.

Experience required: We would normally expect you to have two years' relevant experience.

 
Debating Special and Inclusive Education

This module will explore key issues concerning the field of special and inclusive education:

  • Definitions of special needs and inclusion
  • Global perspectives on diversity and access to equality of educational opportunities
  • Understanding theoretical approaches to special needs/inclusion and models of disability
  • Understanding prevalence of need and issues concerning classification and assessment
  • Exploring the impact of policy on practice and equality of opportunity
  • Examining the evidence on effectiveness of different types of educational settings eg mainstream, resource base and special provision
  • Pedagogy and creativity
  • Balancing equity and choice through collaborative and ethical problem solving

Mode of teaching: In each semester you can take one module if studying part-time and two if studying full-time. Evening sessions and also block study in Summer School. The modules are supplemented by an induction day and a study weekend in January each year.

Experience required: We would normally expect you to have two years' relevant experience.

 

Other ways to study

Summer School takes place over two weeks, starting in the last week of July; offering you the opportunity to study one or two 30-credit modules in intensive teaching blocks with academic support available during the subsequent period of self-guided study. One module can be taken via online study through MA Education (Flexible).

Timetable

You can download the timetable for 2017/18, but please note this is subject to change.

The modules we offer are inspired by the research interests of our staff and as a result may change for reasons of, for example, research developments or legislation changes. This list is an example of typical modules we offer, not a definitive list.

 
 

Funding

Funding information is available on the school website and can also be found on the Graduate School website.

International and EU students

The University of Nottingham offers a range of masters scholarships for international and EU students from a wide variety of countries and areas of study.

Applicants must receive an offer of study before applying for our scholarships. Please note the closing dates of any scholarships you are interested in and make sure you submit your masters course application in good time so that you have the opportunity to apply for them.

The International Office also provides information and advice for international and EU students on financing your degree, living costs, external sources of funding and working during your studies.

Find out more on our scholarships, fees and finance webpages for international applicants.

 
 

Careers

Career destinations for our graduates include counsellors, education advisers, language tutors, primary/secondary teachers and vocational/industrial trainers and instructors. A number of our graduates are already in employment while undertaking part-time study for professional development in their chosen career.

Employability and average starting salary

99.2% of postgraduates from the School of Education who were available for employment secured work or further study within six months of graduation. £22,797 was the average starting salary, with the highest being £44,000.*

* Known destinations of full-time home postgraduates 2015/16. Salaries are calculated based on the median of those in full-time paid employment within the UK.

Career and professional development

Whether you are looking to enhance your career prospects or develop your knowledge, a postgraduate degree from the University of Nottingham can help take you where you want to be.

Our award-winning Careers and Employability Service offers specialist support and guidance while you study and for life after you graduate. They will help you explore and plan your next career move, through regular events, employer-led skills sessions, placement opportunities and one-to-one discussions.

 
 
 
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Disclaimer
This online prospectus has been drafted in advance of the academic year to which it applies. Every effort has been made to ensure that the information is accurate at the time of publishing, but changes (for example to course content) are likely to occur given the interval between publishing and commencement of the course. It is therefore very important to check this website for any updates before you apply for the course where there has been an interval between you reading this website and applying.

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