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Experience of postgraduate teacher education at University of Derby

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

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Experience of postgraduate teacher education at University of Derby

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  1. Experience of postgraduate teacher education at University of Derby Dr. Neil Radford Assistant Programme Leader Doctor of Education Independent Studies Coordinator MA Education

  2. 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/education n.p.radford@derby.ac.uk

  3. 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/education n.p.radford@derby.ac.uk

  4. Who are our masters students? Collaborative Partners Atlow Mill Mediterranean College (international) Part time Work place Cohorts (school-based) Off-Campus Part time Individuals On-Campus/on-line & international Full time Part time HE & FE sector Health practitioners Social work Careers practitioners Training/Coaching Youth and Community Police Business sector School SMT Teachers TAs www.derby.ac.uk/education n.p.radford@derby.ac.uk

  5. The Programme Structure Non Specialist Awards (MA Education) • Core Modules • Studying at Masters Level • Evidence Based Practice • Independent Study Specialist Pathway Awards (e.g. MA Education: Careers Learning) • 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 Specialist Pathway Modules www.derby.ac.uk/education n.p.radford@derby.ac.uk

  6. Key perspectives on school-based and campus-based masters provision for teachers: www.derby.ac.uk/education

  7. 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 Motivations for PG study (Neary 2013) www.derby.ac.uk/education n.p.radford@derby.ac.uk

  8. Key perspectives on school-based and campus-based masters provision for teachers: • 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? www.derby.ac.uk/education

  9. Key perspectives on school-based and campus-based masters provision for teachers: • 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? www.derby.ac.uk/education

  10. Key perspectives on school-based and campus-based masters provision for teachers: • Does school-based learning limit the opportunity to learn from different perspectives? • How transferable is the learning between contexts? www.derby.ac.uk/education

  11. 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/education n.p.radford@derby.ac.uk

  12. Key perspectives on school-based and campus-based masters provision for teachers: • How do we encourage critical dispositions? • To what extent are critical dispositions desired by school managements? www.derby.ac.uk/education

  13. 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

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