Want to take your professional development to the next level? Critically explore and apply concepts in education? This course is designed for those who are already in practice in an educational setting. This may be as a teaching practitioner, programme leader, manager or in a more organisational role, including voluntary roles. It is intended to support professional and personal development and prepare graduates for new roles with greater responsibility, or support them in new teaching areas (such as HE), or lead to improved teaching and learning skills and thus have an impact on their own learners. The course is based on principles of reflective practice, critical analysis and contextualised research, and is designed to develop deeper cognitive skills which will enhance professional practice at individual and organisational levels within any education sector. In order to do this, the course will integrate theory and practice and apply learning to inform professional development. Students will employ autonomous and independent learning strategies to engage in critical reflection and ethical and sensitive research. The programme is built on the following key ideas: Deepening understanding of the synergy between educational policy and practice and how outside influences affect practice in educational settings. This understanding will allow graduates to make informed decisions about curriculum and planning. Current developments in pedagogy, including the use of emerging technology, will be evaluated and their effectiveness in learning will be analysed and reviewed. Developing skills of reflexive criticality and strategic thinking which could be applied in management roles or by those with other responsibilities. Through engaging in new ideas, graduates in the programme will become active thinkers and doers whose work has an impact on the educational experience of learners. Acquiring understanding of themselves as learners through deeper and embedded development of praxis in their specialist area, with the key aim of having an impact on teaching and learning. This metacognition will support graduates’ development as professionals from competence towards expertise. It will develop skills of research, analysis and evaluation aimed at improved practice, leadership and innovation. Students will gain confidence through projects and assessment and have the chance to apply this in their current role, and use this to advance their personal and professional careers. They will participate in research using a range of relevant methodologies applicable to their own context in order to produce a coherent study on a current issue and to implement change. They will recognise both professional and research ethics and plan to accommodate these in their studies and practice. This course is primarily designed for face-to-face learning, with attendance during lessons for the specified hours within the validation document. However, there may be periods of study where the government advises TEC Partnership that it is not safe to open campuses, or there is limited access due to social distancing measures. If the campus is closed, TEC Partnership will deliver your sessions online and offer you the necessary support and resources remotely. If there is limited access due to social distancing measures a blended model will be adopted, with some lessons taking place in small groups and others using online sessions and support.
Module 1: Perspectives on learning (20 Credits) In this module definitions of learning will be analysed and models of learning from a range of current international theorists will be evaluated. Concepts from other fields of enquiry such as neuroscience, technology and sociology will be investigated. This understanding will be applied to real world issues of teaching and learning Module 2: Improving student performance (20 Credits) Emerging technology is having a global effect on models of education and the history of this development will be examined in this module, with emphasis on the pedagogical impact of technology. Students will have an opportunity to develop and evaluate a practical use of ICT in learning Module 3: Perspectives on Inclusion (20 Credits) Working from global questions of ideology and critical pedagogy through national and organisational and individual understandings of inclusive practice, this module will allow students to develop a deeper understanding of philosophical issues related to inclusive practice and to represent their own values and beliefs. Module 4: Analysis of Research Methods (20 Credits) Principles of research methodologies will be consolidated in this module and key aspects of managing a research study will be demonstrated through critical analysis of existing papers and literature reviews, and preparation of a research proposal and ethical approval documents to be presented to peers. Module 5: Curriculum Perspectives (20 Credits) This module will allow students to focus on their own specialism but locate this in the wider context of curriculum theory and development. They will have an opportunity to investigate an aspect of curriculum in their own context and make recommendations for development Module 6 Leadership for Learning (20 Credits) In this module students will analyse and evaluate models of leadership and management and reflect critically on their own practice in this area. They will provide evidence of their own leadership and analyse the effectiveness of their own practice Module 7 Dissertation (60 Credits) Through completion of a dissertation, students will identify a key theme which has emerged through their studies and work autonomously to collect, analyse and present data relevant to their chosen research question. There will be opportunities to share their findings with peers and regular supervision by their tutor.
Assessment will be through strategies which allow students to link their learning to their professional settings and practice and to develop action research approaches to improving teaching and learning. There will be full consideration of ethical issues arising in relation to this approach and these will be formally recorded and monitored. Methods will include written assignments, case studies, research projects and portfolios. The course will model good practice in inclusion and addressing diversity by embedding different approaches to assessment across the modules. This will enable students to demonstrate learning in a variety of ways and to develop communication skills through writing, building portfolios, giving presentations and using electronic media.
An Honours degree or equivalent in a relevant subject will be required. Appropriate experience in a professional environment may be considered. Appropriate skills in English, Maths and ICT to a minimum of level 2 and demonstrated by previous study at levels 5 to 6 Relevant current practice in an educational setting. Possible APEL for holders of Postgraduate Certificate in Education (Level 7). Please refer to East Riding College Admissions policy.
Fees and funding