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Experience of postgraduate teacher education at University of Derby Dr. Neil Radford Assistant Programme Leader Doctor of Education Independent Studies Coordinator MA Education
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Experience of postgraduate teacher education at University of Derby
Dr. Neil Radford
Assistant Programme Leader Doctor of Education
Independent Studies Coordinator MA Education
Aims:
To provide a ‘flavour’ of the MA Education programme
Key questions from the ‘Derby’ perspective
Role of HEI moving forward?
www.derby.ac.uk/[email protected]
Philosophy of the Programme
Inspire the development of educational professionals to critically situate themselves within a dynamic
educational landscape.
Master’s level – critical dispositions to practice ‘Education’ in its broadest sense Highly flexible High degree of personalisation Inter-professional
www.derby.ac.uk/[email protected]
Who are our masters students?
IndividualsOn-Campus/on-line
& international
Full timePart time
Work place Cohorts
(school-based)Off-Campus
Part time
CollaborativePartners
Atlow MillMediterranean
College (international)Part time
www.derby.ac.uk/[email protected]
School SMTTeachers
TAs
HE & FE sectorHealth practitioners
Social workCareers practitioners
Training/CoachingYouth and Community
PoliceBusiness sector
The Programme Structure
Non Specialist Awards(MA Education)
Specialist Pathways•Careers Learning•Community Learning•Early Years•English for Speakers of Other Languages•Emotional Education•Leadership & Management•Leadership, Mentoring & Coaching•Lifelong Learning•Special Educational Needs and Disability
Non-Pathway Modules
Core Modules•Studying at Masters Level •Evidence Based Practice •Independent Study
Specialist Pathway Awards(e.g. MA Education: Careers Learning)
www.derby.ac.uk/[email protected]
Specialist Pathway Modules
Key perspectives on school-based and campus-based masters provision for teachers:
www.derby.ac.uk/education
Motivations for PG study (Neary 2013)Initial motivations included;
•Career progression
•Practice development
•Academic development
•Self development
Changing motivation through
engagement with Masters study;
•Career progression decreased
importance
•Intrinsic motivations become
more important i.e. self confidence,
self-esteem, research skills and
critical thinking
www.derby.ac.uk/[email protected]
Key perspectives on school-based and campus-based masters provision for teachers:
www.derby.ac.uk/education
•Does motivation for M-level study vary between on-campus and school-based learners?
•If so, do these differences have consequences for chance of success?
Key perspectives on school-based and campus-based masters provision for teachers:
www.derby.ac.uk/education
• To what extent can learners make choices about what they learn and how they engage with it?
• How do learners manage personal goals and those of their school?
Key perspectives on school-based and campus-based masters provision for teachers:
www.derby.ac.uk/education
•Does school-based learning limit the opportunity to learn from different perspectives?
•How transferable is the learning between contexts?
Benefits for engaging in Masters - individual (Neary 2013)
Increases in:
•Self confidence
•Developing knowledge/critical thinking
•Apply new knowledge to practice
•Empowerment – deeper understanding of the impact of political issues
•Time for structured reflection
•Personal achievement
www.derby.ac.uk/[email protected]
Key perspectives on school-based and campus-based masters provision for teachers:
www.derby.ac.uk/education
•How do we encourage critical dispositions?
•To what extent are critical dispositions desired by school managements?
Role of HEI in school-based Masters? Manage needs and expectations of individuals and school
management teams
Bridge between school development plan and individual needs.
Bring wider perspectives
Reducing the risk of insular learning (particularly with onset of School’s Direct ITE)
Promote opportunities for personalisation of learning and curriculum
E.g. Variety of assessment responses to overcome limited choice of modules
Quality assurance
Masters level outcomes
Critical thinkers
www.derby.ac.uk/education
