MA Education Practice

Program Overview

LJMU's Education Practice MA is designed for Early Career Teachers (ECTs) to enhance their teaching practice through practical, research-based learning. The program provides flexible delivery, personalized support, and a range of modules focused on pedagogy, inclusion, and reflective practice, culminating in practitioner research projects. Graduates are well-equipped for career advancement and may pursue leadership or research roles in education.

Program Outline

Degree Overview:

LJMU's Education Practice MA is a postgraduate program designed for Early Career Teachers (ECTs) who have completed their initial teacher training at the postgraduate level. The program aims to support ECTs/RQTs in their early professional development by providing them with the knowledge and skills necessary to enhance their teaching practice.

Objectives:

• Enhance teaching practice through a program specifically designed for ECTs/RQTs.
• Meet early professional development needs.
• Enhance career prospects as a teacher.

Description:

The program focuses on practice-based learning, aligning learning development with both the professional setting and individual needs. Assessment involves engagement in practice-based research projects. The program emphasizes the application of current research-based initiatives in teaching and learning, enabling students to critically assess their impact on learners.

Outline:

Content:

• The program covers a range of topics related to teaching and learning, including:
• Professional practice for beginning teachers
• Pedagogy in practice
• Inclusion
• Professional inquiry
• Subject pedagogy
• Researching classroom practice
• Developing reflective professional practice

Structure:

• The program is delivered part-time over two years.
• It consists of a number of core modules, which are part of the course framework.
• Some programs may also have optional modules that can be selected to enhance learning in certain areas.
• Many programs feature a dissertation, extended report, or research project to demonstrate advanced learning.

Course Schedule:

• The program is delivered via Canvas, arranged tutorials, and three taught days during the academic year.
• The taught days are on Saturdays in October, January, and April.

Individual Modules:

• Professional Practice for Beginning Teachers (20 credits): This module enables students to evidence their development as professionals through investigating their school and professional practice.
It aims to:
• Employ a range of techniques for reflection and analysis.
• Critically review and evaluate school-based practice in relation to current research and learning, teaching, and assessment.
• Use reflective practice to meet professional development needs as a newly qualified teacher.
• Pedagogy in Practice (20 credits): This module supports newly or recently qualified teachers in critically reflecting on planning and delivering learning sequences.
It aims to:
• Evidence how theory on planning interacts with its application in the classroom.
• Examine and understand the process of planning for learning and its interdependency on subject knowledge issues and learner needs.
• Explore the relationship between theory and practice of planning for continuity, progression, and learning impact in the classroom.
• Inclusion (20 credits): This module supports newly or recently qualified teachers in their early professional development.
It aims to:
• Equip students with an understanding of the range of children's educational needs.
• Enable students to appreciate the interplay between theory and practice in relation to different educational needs.
• Enable students to recognize and respond to the diversity of learners.
• Professional Inquiry (60 credits): This module is the generic Masters element of the MA program and is a core activity.
It provides an opportunity to carry out research projects relevant to professional practice and professional development needs. It aims to:
• Develop a research proposal to investigate an identified area of interest.
• Complete relevant research-based investigation of a defined area that has relevance to professional practice.
• Subject Pedagogy (20 credits): This module uses a critical perspective to develop understanding of learning and teaching within an identified subject area in the primary or secondary sector.
It aims to:
• Practice, critically analyze, and evaluate different strategies and approaches to learning, teaching, and assessment in the subject area.
• Have a critical understanding of the subject area in schools, colleges, and settings.
• Analyze how the subject area is taught in the primary or secondary sectors.
• Investigate the development of learner understanding and barriers to learning the subject.
• Critically evaluate strategies that promote learning in the subject area.
• Researching Classroom Practice (20 credits): This module introduces students to the ideas and analytical possibilities of critical research and the application of a range of theoretical positions to the critical analysis of key research and policy issues in education.
It aims to:
• Practice, critically analyze, and evaluate different strategies and approaches to learning, teaching, and assessment in the primary core curriculum areas related to theoretical input.
• Develop an understanding of effective learning, teaching, and assessment strategies that cater to the needs of diverse learners within the secondary curriculum subject areas.
• Develop a systematic knowledge and understanding of approaches to practitioner research related to education settings.
• Critically evaluate and reflect on the appropriateness and effectiveness of specified learning, teaching, and assessment activities.
• Developing Reflective Professional Practice (20 credits): This module introduces students to the concepts of reflection on professional practice and aspects of current policy and research relating to learning, teaching, and assessment and professional issues in primary and secondary contexts.
It aims to:
• Systematically develop and demonstrate and critically reflect on evidence of competence in all national standards relating to qualified teacher status.
• Employ a range of techniques for reflection and analysis to critically review and evaluate school-based practice in relation to current research on LTA and professional issues in teaching.

Assessment:

• The program uses a variety of assessment methods, including:
• Formative tasks
• Assessed professional projects
• Practitioner research projects

Teaching:

• Teaching Methods:
• Tutorial support is an important part of the development process.
• Students receive a personalized service that enables them to set targets and achieve to their highest potential.
• Students have access to LJMU learning resources, including libraries and online learning services for independent study.
• Faculty:
• The program is led by Dr. Mike Martin, who has extensive experience in Design and Technology education.
• Dr. Martin has worked in various ITE institutions, developing and delivering primary and secondary courses.
• He has also conducted doctoral research exploring the subject knowledge development of pre-service teachers of Design and Technology in secondary schools.
• Unique Approaches:
• The program emphasizes practice-based learning, integrating study with professional activity in school or college.
• There is a strong emphasis on the application of ideas developed in the context of the student's own classroom, school, or setting.

Careers:

• The course is intended for those working in educational settings.
• Upon graduation, students may progress to research-based study through engaging with MPhil and PhD programs in education.
• Many students go on to achieve their career goals by securing leadership and other posts of responsibility in schools and colleges.

Other:

• The program is designed to meet the early professional development needs of newly qualified teachers.
• The School of Education is based in the Education Building on the Mount Pleasant campus and features a wide range of facilities, including a pedagogy room, lecture rooms, computing facilities, and an Outdoor Learning Zone.
• Students have access to independent study spaces, a cafeteria, a library, and student welfare and support services.
• The University operates a policy of consultation, advice, and support to all enrolled students affected by proposed changes to their course or module.