Programme Specification
Master of Teaching (MTeach)
Awarding Institution: Institute of Education, University of London
Teaching Institutions: Institute of Education, University of London
Name of final award
Master of Teaching (MTeach)
Postgraduate Diploma
Postgraduate Certificate
Programme title
Master of Teaching
UKPASS code
023538
Language of study
The Institute of Education teaches and assesses participants through the medium of the English language. Competence in English language is required of all applicants. Programme regulations may indicate the level of competence required of each applicant and may make its achievement a condition of admission.
Participants
It is a requirement that participants are practising teachers who work in nursery, primary, secondary, post-compulsory, adult or college settings. All participants are encouraged to draw from work place experience through pre-session preparatory and post-session follow-up tasks.
Educational Aims of the Programme
The broad aim of the Master of Teaching is to enable teachers to shape and evaluate their knowledge and practice in the field of teaching and education more widely. In so doing it enables participants to
· engage critically with developments in teaching and learning
· describe, analyse and reflect on their role in the process of education
· develop and refine their communication skills through discussions and different forms of writing, such as professional learning portfolios, reflective journals and research proposals
· advance their professional skills in relation to teaching and receive acknowledgement for developing their pedagogy
· reflect on personal and professional targets and respond positively to change
· acquire the knowledge, understanding and aptitude for successful subject leadership, including particularly the coaching and mentoring of others
· discover intellectual challenge, stimulation and enjoyment in the context of their professional learning
· deepen their knowledge of teaching and learning, through practical student-focused enquiry
· advance their knowledge of teaching through observation, recording and analysis
· secure their knowledge through a clear understanding of recent literature and current research in the field
Learning Outcomes
Participants will be able to
· take a constructively critical stance towards developments in teaching, which impact on practice
· reflect on their role in their local context and the wider educational landscape in ways that lead to enhanced practice
· communicate operational and conceptual issues orally and in writing
· provide evidence of how professional learning on the programme has improved teaching and learning in their classroom and wider institutional contexts
· respond positively to individual and institutional change
· supportively lead the learning of others, namely students and colleagues
· benefit, and have benefited from intellectual challenge, in terms of a deepening understanding of their professional learning
· use practice-based enquiry to provide a richer understanding of how best to support students’ learning
· use their knowledge of how to collect and analyse data to improve their teaching
· improve practice through setting their practice against recent literature and current research in the field
Criteria for admission
Applicants usually:
· have a good honours degree or equivalent
· have successfully completed initial teacher training and/or gained Qualified Teacher Status (QTS)
· are teaching (full-time or part-time) for the duration of the programme
· have strong references from appropriate referees.
All applicants are considered on an individual basis. An interview is undertaken,
normally a small group interview, at which applicants are asked to give an informal presentation and to submit a 750–1,000 word piece of analytical, reflective writing. Applicants are encouraged to consult the programme information on the IOE website or, if necessary, to make informal contact with the programme leader to discuss expectations and other matters of detail.
Applicants whose first language is a language other than English may be required to provide evidence of their English language proficiency.
The Institute of Education is committed to admitting and supporting participants with disabilities and welcomes applications from them.
We provide support for students with a range of conditions which have a long-term and adverse effect on studying such as:
• sensory (visual / hearing / speech) impairments
• mental health issues
• mobility or dexterity impairments
• Asperger's Syndrome or other autistic spectrum disorders
• chronic medical conditions (e.g. diabetes, epilepsy, H.I.V.)
• specific learning difficulties (e.g. dyslexia, dyspraxia)
Disability and Student Support will also advise people who have a temporary mobility / dexterity impairment / other difficulty as a result of an accident, injury, illness or surgery.
Every person is treated as an individual, and we invite you to contact us as early as possible so that we can consider your needs and tailor our support to meet them. This applies to all students – home, EU and international.
Mode of study
The programme is mixed mode, taught both face to face and online. It is undertaken over two to three years of part time study.
Programme structures and requirements, levels, modules, credits and awards
The programme is divided into study units called modules, three or four of which are ‘taught’ modules each counting for 30 credits of the 180 credit award.
For a masters degree to be awarded, successful completion of a minimum of 180 credits is required. (The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits).
Each taught module represents approximately 30 hours of ‘contact’ time, with a further 270 learning hours consisting mainly of reading and writing focused on rich descriptions of the participants’ own classroom encounters. We strive to make the teaching experience inductive and student-led.
The programme was originally devised in 2000–2001 with early professional development in mind. More recently, the MTeach has expanded into a complex model of diversified programmes of study in operation in various contexts, aiming to enable participants to offer forms of pedagogic leadership at all stages of their professional careers and to provide a framework of support for teachers in all phases and settings.
The following descriptions provide indicative information about these contexts.
The campus-based MTeach – for those importing no credits or 30 credits
The campus-based MTeach is typically completed part-time over two to three years as a programme of modules designed to align with participants' professional contexts. Newly Qualified Teachers (NQTs) and teachers in their second year of employment study the module Understanding Teaching (UT). Those with more than two years' experience study the core module Leading Learning. Participants then undertake the module Research and Professional Practice, which leads into a Practice-Based Enquiry, written up as either a report (10,000 words) or dissertation (20,000 words). Option modules are available for those needing further credits.
The campus-based MTeach for those importing 60 or 90 credits
A pathway exists for participants who have completed an M level PGCE and are importing 60-90 credits. Participants on this pathway, which is typically completed in 2 years, undertake as a core module either Understanding Teaching (UT) or Developing Understanding in English, Media, Drama Studies (DUEMDS) or Leading Learning (LL) or Research & Professional Practice (RPP). They then go on to complete Research- and Practice-Based Enquiry (RPBE) leading to the submission of a 9,000 word report or a 18,000 word dissertation or Practice-Based Enquiry (PBE) leading to a 10,000 word report or a 20,000 word dissertation.
The site-specific Mteach
The MTeach also operates in a variety of separate, school/college-based, contexts. These participants undertake a site-specific programme of modules depending on the setting and particular circumstances. While programme management and academic leadership is provided by IOE staff, additional support has also existed within these contexts by virtue of the ever-expanding network of MTeach graduates based in a number of these partner institutions.
The MTeach as a whole is arranged to suit the needs of busy professionals. For example, each module is supported by online materials to help participants undertake the tasks, fulfil coursework requirements and to ‘knit’ together the concerns of the programme and their professional concerns in their teaching contexts.
Alternative award
Students who for academic or personal reasons are unable to successfully complete the 180 credits required for the masters award may exit with the completion of 60 or 120 credits respectively and be awarded a Postgraduate Certificate or Postgraduate Diploma in the subject area.
ECTS
The Institute of Education uses the European Credit Transfer and Accumulation System (ECTS), as a guide to support periods of study undertaken abroad and to assist student mobility. Currently it is assumed that two UK credits equate to one ECTS. Therefore a module of 30 credits would typically equate to 15 ECTS credits.
Teaching, learning and assessment strategies to enable outcomes to be achieved and demonstrated
· Online tasks and tutor group discussions through the MTeach VLE, supported by digitised materials and electronic access to the Library and information services.
· (Invited) Speakers at ‘conference’ settings; participant-led discussions; tutor-led seminars; workshops; problem/issue based paired and small group work, debates and poster presentations; tutorials (face-to-face, e-mail and/or Internet-based conferencing/asynchronous interactions).
· Use of MTeach graduates — following supervised induction — as MTeach Associate Tutors (ATs) to support groups through online contributions and face-to-face input.
lnformation about assessment regulations
Various forms of coursework are employed, fit for purpose in relation to specific module objectives, including
· professional development portfolios
· critical analysis of curriculum/pedagogic materials (which includes an element of critical evaluation of teaching)
· practice-based research report or dissertation
· reflective diary
· critique of research study
· critical commentary on a school-based initiative
· research proposal
· classroom journals
· observation logs
Participants must successfully complete all elements of the programme, to achieve the minimum credits required for the award, e.g. 180 credits for a masters award, 360 credits for an undergraduate honours degree award. All coursework, is assessed according to the grade-related criteria for the programme level, found in the programme handbook.
All assignments are independently marked by two staff members, who meet to discuss and reconcile the marks and comments for each individual. Assignments are graded from A to D, with D being a failing grade. Participants who fail an assignment may be re-assessed in that element of their programme of study on one further occasion only, within the deadline specified by the Programme Leader.
An external examiner is appointed by Senate and plays an important role in monitoring the quality of the programme and evaluating the effectiveness of the teaching and support provided for the programme participants and the reliability of the judgements made in assessing them.
Further details about assessment regulations can be found at
http://www.ioe.ac.uk/studentInformation/documents/About_Policies/2010_Assessment__Regulations.pdf
Support for learning
The programme team is conscious of the characteristics of the student body, which is dominated by full-time practising teachers, some in the early stages of professional formation and career advancement. Support is also mindful of the fact that participants are autonomous and responsible professionals. Support is provided through:
· MTeach VLE, which consists of general IOE and programme-specific information, as well as module specific guidance and materials
· MTeach Programme Handbook available online and in hard copy
· MTeach reading list
· MTeach Associate Tutor (AT) scheme – see above
· Induction sessions
· Student handbook
· Academic literacy and oracy (Centre for Academic Writing) sessions
· Information services induction and other programmes
· Extensive library and other learning resources and facilities
· Personal tutor for each student, in contact face to face, by telephone and by email
· Module leaders and overall Programme co-leaders
· Critical and supportive feedback on written work which takes the form of both oral and written comments and which attempts to be ‘diagnostic’ of student need.
· Academic counselling and advisory service
· Access to Student Welfare Service, if required
· Access to the University Careers Service, if required.
Methods for evaluating and improving the programme
Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards
· Module evaluation by students
· Programme evaluation through exit interviews (conducted face-to-face or electronically)
· Annual programme review prepared by programme team and considered by Faculty Quality Assurance and Enhancement Committee
· Programme team meetings
· Periodic programme review and revalidation involving external panel member
· Staff appraisal
· Annual Away Day, at which modules are evaluated and amended
· Team teaching (use of Associate Tutors – see above)
· Visiting (external) examiner reports
Committees with responsibility for monitoring and evaluating quality and standards
· Programme committee (meets monthly)
· Faculty Learning Teaching and Quality Committee for Professional Development programmes
· Equal Opportunities Committee
· Teaching Committee
· Senate
· Board of Examiners
Mechanisms for gaining student feedback on the quality of teaching and their learning experience
· Termly meeting of student representatives with Programme Leader
· Student representation on programme committee (although the student representative is rarely able to attend, there is an electronic mechanism in place for student views to be gathered and passed on to the programme team)
· Student representation on Faculty Learning Teaching and Quality Committee for Professional Development programmes, on Academic Board, on the Learning and Teaching Committee and on the Equal Opportunities Committee
· Programme and module evaluation
· Student only VLE forum for participant communication with student representatives
Indicators of quality and standards
· Promotion. Programme participants are expected to receive rapid promotion during the period of the MTeach, providing leadership particularly in the field of teaching. Participants also testify to the significance of the MTeach for impact on pupil outcomes as recorded in the 2007 submission to the Training and Development Agency for Postgraduate Professional Development funding.