Graduate Taught (level 9 nfq, credits 90)
This is a 90-credit part-time taught Masters degree programme designed to respond to the interests and needs of education professionals, including those in full-time employment.
On successful completion of the programme, students will have deepened their understanding of key issues within the field of education and familiarised themselves with the latest national and international research in education. (*Please note this is not a professional training programme, applicants who intend to train as secondary school teachers should apply for the Professional Masters in Education)
The emphasis throughout is to develop critical skills of enquiry as students debate and discuss other key issues relating to education both nationally and internationally.
Applicants will normally hold an honours degree at undergraduate level (or equivalent) from a recognised higher education institution, or the candidate must present such other evidence of academic standing and/or relevant professional experiences as will satisfy the College of Human Sciences Graduate Taught Programmes Board of their suitability for masters studies. In addition, applicants should have relevant professional experience.
Vision and Values Statement
The MEd programme encourages students to become autonomous learners and critical thinkers who will contribute to schools and the education system more broadly. The programme employs a wide variety of teaching and learning approaches, including lectures, tutorials, collaborative groupwork and problem-based learning activities. A range of assessment strategies are used including individual and group class presentations, group assignments, case study and applied analytical studies.
On successful completion of this programme, students should:
1) demonstrate a well-developed understanding of the limits, contradictions and emerging issues within education.
2) evidence an enhanced aptitude for continued self-directed learning as well as collaborative learning in professional settings.
3) demonstrate the skills of interrogating practice using theoretical perspectives, thus generating new ideas and/or reformulating existing ideas and practices in relation to professional roles.
4) evidence the significance of reflection in the development of expertise and innovative practice within schools and the wider education community.
5) indicate a more in-depth knowledge and more critical engagement with the foundational disciplines of education to enhance and enrich the expertise acquired in undergraduate studies and subsequent professional experience.
6) make explicit connections between module content, coursework and professional practice.
7) engage in exploring a range of research methods within both quantitative and qualitative paradigms and critically evaluate these in the context of education in the development of research/evidence-informed practice for school development.
8) complete a thesis that will provide an opportunity to demonstrate the ability to engage in primary research and consolidate the learning outcomes achieved in the other modules on the programme.