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MA in Education

Postgraduate Certificate;Master of Arts;Postgraduate Diploma

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MA in Education

Postgraduate Certificate;Master of Arts;Postgraduate Diploma

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    Year of entry: Sept 2019  Sept 2020 
  • Course Type:  Part time (3 years)
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How to apply >

Open Event Wednesday, 8 May 2019

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Course Overview

The MA is a part-time programme designed to develop and strengthen your identity, critical confidence and academic expertise as a serving educational professional. Through a developmental sequence of modules you will strengthen your skills of critically reflective practice and practical enquiry. 

The course brings together educational professionals from a wide variety of contexts: early years, primary education, secondary education, special education, further and higher education. Students range from early career teachers to senior leaders and managers to those who support learning, and this diverse mix ensures sessions encompass multiple perspectives, broadening perception out from the practice of each singular workplace.

Why study with us?

Education Studies is at the heart of what we do. Leeds Trinity University was founded as a teacher training college in 1966. Although we've diversified and expanded over the years, a commitment to developing outstanding educators and being at the heart of contemporary education debates have remained central to what we do.

Be part of an extensive network of educators. With our network of education contacts and partners in all areas of Education, we will help you gain new perspective beyond your institution – at local, national and international levels.

Research-informed approach to learning and teaching. Our course is designed and delivered by active researchers with extensive experience in Education. Our module leaders will share a breadth of expertise gathered from careers in schools, work-based learning, educational publishing, academic research and assessment.

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Course Information

About this course >

This MA puts emphasis on broadening your critical perspective on education, with a carefully weighted balance between sector-wide and context-specific content and tasks. Dedicated, knowledgeable and enthusiastic staff will guide you through varied philosophical and disciplinary positions, with a focus on supporting you in articulating and strengthening your own expert critical voice.

We've designed the course to lead you through established and emerging debates about policy and practice. Through a developmental sequence of modules, you will strengthen your skills of critically reflective practice and practical enquiry. You'll receive specialist training in thinking further and deeper about the complexity and challenges of education, as well as its possibilities. Throughout the MA, we'll encourage you to reflect on your own priorities and interests, enabling you to shape and influence good practice in your workplace.

Our programme is specifically designed to meet the needs of busy professionals, with evening and weekend sessions sensibly spaced over each year. Learning is supported through access to the online library and journal resources, a Virtual Learning Environment (VLE) and a specialist team of staff in our Learning Hub to support academic learning and development. Each module comes with a comprehensive handbook, reading list and detailed support for assessment, both with process and product.

The application deadline for this course is 31 August 2019.

Leeds Trinity University courses terms and conditions

Further Study

Structure >

The course consists of three year-long phases. For applicants with existing relevant Level 7 credits, or significant relevant experience, entry directly into Phase 2 may be possible through the Recognition of Prior Learning procedure.

  • Phase 1 Postgraduate Certificate (60 credits)
  • Phase 2 Postgraduate Diploma (120 credits)
  • Phase 3 MA in Education (180 credits)

Each phase consists of two semesters, one running from mid-September to mid-February, and the second running from late February until July.

Phase 1 study includes Reflecting on Professional Practice in Semester 1 and Contemporary Perspectives on Education in Semester 2. Phase 2 study includes Investigating Professional Practice in Semester 11 and Research Methods for Education in Semester 2.

This learning will be made up of eight three-hour evening sessions plus assignment research and writing.

The final phase of the MA consists of the 60-credit dissertation. This will prepare you to develop a research proposal, and then to carry out your research on an aspect of your own professional practice or a current issue in education.#expand#

MODULES

Reflecting on Professional Practice: This involves analysis of the foundations of reflective practice in education, its theoretical underpinnings, and its relation to other disciplines.

Contemporary Perspectives on Education: This is a sequence of lectures, guest lectures and seminars on different, highly topical issues in education. You'll cover topics such as Neuroscience and the Learning Brain, Gender and Transgender in Education, Social Justice and Disadvantage, Teacher Resilience, and the evolving identity, role and uses of Research in Educational settings.

Investigating Professional Practice: This will help you to think about the issues related to investigating your own practice. You'll explore the history of action research as a form of democratic research and engaged social action. You'll also investigate issues of agency, community and collaboration in relation to action research.

Research Methods for Education: You'll focus on methods appropriate to the broad and complex field of education. This will culminate in the construction of your own fully justified research proposal.

Dissertation: This will prepare you to develop a research proposal, and then to carry out your research on an aspect of your own professional practice or a current issue in education. Bespoke support will be offered by a dedicated supervisor chosen for their connection to your interests, with regular top-up training offered throughout the dissertation year to support your independent study – for example in data analysis.


Learning and Teaching >

​At Leeds Trinity we aim to provide an excellent student experience and a personal approach to helping students achieve their academic and professional potential. We have a strong tradition of supporting student employability, with relevant skills embedded in the curriculum.

The key themes of our strategy are student confidence, professionalism and social responsibility. To help students achieve their potential we emphasise learning as a collaborative process, with a range of student-led and directed activities.  This approach ensures that students fully engage in shaping their own learning, developing their critical thinking and reflective skills so that they can identify their own strengths and weaknesses, and use the extensive learning support system we offer to shape their own development. Our full Learning, Teaching and Assessment Strategy can be accessed here.​

Each module on the MA in Education uses a variety of teaching methods, including seminars, collaborative group work, action learning, presentations, lectures and structured reading and discussion.  We place a high value on the learning that comes from the sharing and discussion of ideas across subject areas and phases.

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Assessment

Assessment is through graded coursework assignments. There are no examinations. 

Assignments are designed to enable you to critically reflect on practice. The nature of the reflective practice assignments vary by module, but are designed to include written papers, small scale enquiries, presentations, portfolios or design of learning materials. All assignments include an element of critical reflection.

Entry Requirements >

The normal entry requirement for the MA in Education is an honours degree

The normal entry requirement for the PGCert/MA in Education is an honours degree.

You will need to be in a paid or voluntary teaching/training/supporting/managing learning role in an educational context to allow you to complete the assignments.

Access to the course is through completion of a written application form. Applicants who do not meet the normal entry requirements may still be considered for a place following an application and interview process.  Early application is advised, as places are limited.

Contact our Admissions/RPL Tutor, Andrew Pearce, for more information about entry points and the RPL process on +44 (0)113 283 7100 ext. 433 or a.pearce@leedstrinity.ac.uk

Please contact us for personalised advice on 0113 283 7123 or admissions@leedstrinity.ac.uk.​​

Student Finance >

UK & EU Students:

Tuition fees cost £5,500 a year for this course in 2019-20. Part-time tuition fees would be pro-rated accordingly to the number of credits you're studyingFind out more

A student loan is available for the three-year programme (i.e. those entering Phase 1 without Recognition of Prior Learning). Students starting a Masters course in 2019 – 2020 can apply to Student Finance England for a loan of up to £10,609. This is non-means tested and is a contribution towards the cost of studying. Students must meet the age and residency eligibility criteria. Students are not eligible if they already hold a masters level (or higher) qualification. Visit www.gov.uk/masters-loan for further details.

If you studied your undergraduate degree at Leeds Trinity University, you are eligible for a discount of up to 50% on the cost of your MA tuition fees. Find out more

Additional Costs

Graduate Opportunities

Our graduates often use the MA in Education as a means of securing promotion and career development. The dissertation can act as a forerunner to published work, and the University encourages MA Education graduates to disseminate their expertise, for example via contributions to the annual NQT/Early Career Teacher conference and Professional Updates

Campus Life

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What is Unistats?
Unistats is the official site that allows you to search for and compare data and information on university and college programmes from across the UK. The site draws together comparable information on those areas that students have identified as important in making decisions about what and where to study.