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MA Educational Studies

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  • Objectives
    The MA Educational Studies provides support and professional development for teachers and other educators, from their PGCE year into the first three years of their career. It has been designed with local schools, training organisations and education authorities in mind. Students join a support network of trainee, newly qualified and recently qualified teachers and other educators, along with tutors working throughout the University and local authority systems. The programme addresses the needs for support and development and the preparation for posts of responsibility. The MA increases local students’ and teachers’ commitment to the region. By linking back to the PGCE and forward to the second and third years of teaching, it provides genuinely integrated professional development – taking students through to being experienced teachers able to help their education develop in the future.
  • Entry requirements
    Entry requirements:Good honours degree or equivalent in a relevant subject or appropriate experience in professional environment. Also IELTS score or equivalent for international students
  • Academic Title
    MA Educational Studies
  • Course description

    The MA and professional development go hand in hand. Completion of initial training usually starts the programme; completion of induction is usually at its core; moving to an established position in the profession provides the framework for completion of the programme.

    Each module offers opportunities for action-based research, an integral part of the course. Students are encouraged to reflect on their own practice and engage in critically evaluating published theory and research.

    Teaching is a research-based profession. This has been recognised in recent years, with organisations such as the Training and Development Agency for schools supporting school-based and teacherorganised research. Building on the experiences of teachers, tutors and advisors from the University and local authorities can make the profession more research-based and make research more professionally orientated.


    -Issues in the Induction Year
    -Furthering the Development of Classroom Expertise
    -Developing a Wider Professionalism

    The three taught modules are assessed by participation in the University sessions and the successful completion of a 5,000-word assignment. There is also a 15,000-word dissertation, making use of school-based research piloted in earlier modules.

    -Students who have recently completed a Level 7 PGCE qualification are exempted from the first year of the programme.
    -A 60-credit certificate programme (ACES) is available to students who are not eligible for exemption.
    -Students are then required to complete one module during year two, two during their year three and a dissertation, on a subject of their choice, during their final year.

    Programme Director Tina Page MA (Hull), PGCE (Hull), BA (Hons), KQC, was a schoolteacher for 13 years. Her research interest in comparative education led to involvement in all aspects of teacher training and the provision of support and professional development for teachers.

    Additionally, the programme offers a range of presenters from within the University and from local schools and authorities.

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