The Teaching MA is a flexible course which can also be taken as a part-time Continuing Professional Development (CPD) master's for experienced teachers preparing for career promotion and leadership roles over a maximum of 6 years.
This course will enable PGCE graduates to import 60 M level credits, taken as part of their PGCE award.
This is a flexible top-up MA to develop your critical understanding of educational issues based on practical experience and to enhance your professional learning. It is a higher degree for education practitioners offering intellectually challenging and practice-based development opportunities. You will be able to gain credits for active research or projects you are carrying out in your workplace as part of your everyday teaching.
This course can be studied part-time, module by module, so that you can fit it around your working week and take your time to complete it. You will be taught by professionally trained teachers with years of practice and teaching experience at Higher Education (HE) levels. Studying on this course can significantly enhance your career prospects as well as support your professional development if you are considering a career move into leadership or educational management.
Most 20-credit modules are assessed through a 6,000 word essay or an equivalent portfolio/ project report for the negotiated study module. The output of the Research methods will allow you to come up with the proposal for the dissertation.
The 60-credit Dissertation/Project module will be 15-20,000 words. The work may take the form of a substantive action research project, based around a new intervention or resource for learning and teaching, as an alternative to the standard dissertation. The investigation may also be presented using alternative genres (e.g. video or film documentary, educational narrative/biography, multimedia presentation), in each case accompanied by an analytical commentary which provides the theoretical and methodological frame and critical appraisal of the outcomes and implications for future practice and research.
You will be required to have:
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Tier 4 student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
Demonstration of prior learning or prior certification may be used towards our postgraduate qualifications and you will be offered support to seek the accreditation of your prior learning (APL) where this is appropriate.
The modules listed below are for the academic year 2019/20 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 1 modules include:
This module permits some negotiated study in an area of the participant’s (or identified group’s) choice, and is an opportunity for it to be largely self-directed. The focus of the module is negotiated between module tutor and participant(s). It may be used as an opportunity to carry out an action research project and further develop expertise in the participant’s own subject discipline or teaching context, which the participant(s) would like to investigate in more depth. It can be used for early career teachers to further enhance their teaching practice.
This action research project can be done on three levels: 1) individual teacher research 2) collaborative action research and 3) school wide action research. It is therefore suitable for individual teachers or a group of teachers from the same institution working collaboratively in teaching teams or across a school.
Whilst many learning and teaching issues are common across teaching at primary or secondary, particular issues may be pertinent to individuals or groups of individuals. This module permits some negotiated study in an area of the participant’s (or identified group’s) choice, and is an opportunity for it to be largely self-directed.
Achievement of this module demonstrates that the learner has the equivalent conceptual understanding and, where appropriate, practical expertise, in the negotiated field, as would be required in any other module. In doing so, an appropriate negotiated study module like this would normally contain:
· an identification of the project;
· a literature review of the topic in question;
· critical discussion of the topic within a specific context;
· evaluation of the outcomes of the project and implications for future practice.
The module aims to:
• enable students to understand what is meant social and educational research and its function in creating and interpreting new knowledge;
• encourage students to engage with the philosophical bases of educational research;
• help students understand the difference between the two main traditions of social research – the positivist and interpretivist paradigms;
• enable students to develop familiarity with a range of methods used in educational research like case study, action research etc.;
• introduce students to some key instruments of data collection like interviews, observations etc.;
• sensitise students to ethical issues relevant to educational research;
• enable students to write a qualitative educational research proposal which will form a basis of their MA dissertations.
The module provides participants with the opportunity for sustained scholarly work of an independent and original nature, in an area of professional interest with regards to working in a UK school setting, either primary or secondary level. This may take the form of a theoretical and/or empirical investigation (Dissertation) or substantive practice-based Project which is critically evaluated.
The investigation or practice-based project is intended to be the culmination of a programme of study, and consequently, it is normally the last piece of work submitted. Throughout the process there will be access to a designated tutor for supervisory support.
This module aims to support students carrying out and writing up a small-scale independent investigation focused on an aspect of education of their choice. Through the course of their work for the dissertation students should:
• develop a critical understanding of research methodology and methods in education
• deploy and critically evaluate theoretical perspectives in relation to their chosen topic
• gain skills in identifying and selecting appropriate source material including data from primary sources
• evaluate the strengths and limitations of research carried out by themselves and by other people
• produce an extended piece of writing with a clear structure and conceptual organisation which shows stylistic competence, and uses a conventional system of full and accurate referencing
• develop an in-depth understanding of their chosen aspect of education such that they can make an original contribution to existing knowledge in that area.
The module aims:
• to offer an expanded range of possible topics for study;
• to support early-career teachers desiring to expand and develop their knowledge base in a particular area.
Applying Learning Technologies (ALT) focuses on the wider issues of educational technology, with specific reference to the use of Information and Communications Technologies (ICT) for teaching learning and assessment, including the use of social media and other open educational resources.
This module may be used as an opportunity to further develop expertise with online eLearning tools in the participant’s own academic discipline. ALT is provided as a self-study, small-scale, action research module, investigating the pedagogical application of digital tools. It is offered as a project-based module with supervisor support and access to online learning resources and spaces.
The aim of this module is to allow learners to investigate, through active learning, the role of ICT in learning and teaching. Participants will review the current educational technologies that are available, together with evaluating their use in teaching, learning and assessment. Learners are then required to complete the process of investigating, analysing, designing, developing, implementing and evaluating the use of digital technology in their own work and use this experience to review their own professional development needs.
The module aims to:
critically analyse how decisions on the content, organisation, delivery and assessment of the curriculum are located within historical, social, cultural, economic, political and ideological contexts.
develop a critical understanding of what characterises and enables effective learning and teaching in a school setting.
develop a critical understanding of the way different approaches to leadership influence curriculum planning, delivery, development and pupil learning.
To reflect on the strengths and limitations of the research methodology used in the context of designing and conducting a dissertation.
To further develop academic study and enquiry skills.
The module aims to:
• familiarise students with different dimensions of a curriculum;
• encourage students to appreciate the interrelatedness of learning, pedagogy, assessment, curricular statements and educational policies;
• introduce students to the historical, spatial, political, cultural and ideological locatedness of educational policies and how these influence and shape educational provision;
• equip students with the understanding to critically analyse curricular provisions and educational processes;
• enable students to contribute to the review and development of educational provision within their own professional context.
This module focusses on key issues in language learning and teaching that are relevant to contemporary global classroom practice. It explores how pedagogical thinking has developed in different cultural contexts and how this influences teaching, and language teaching in particular.
The module will extend students’ knowledge of cultural differences in the creation of methodologies, and approaches; of the different cultural status of teachers, and the role of the learner globally and the more specific considerations of curriculum, syllabus and teaching materials in world ELT classrooms. It introduces key concepts such as ‘culture’, ‘knowledge’, ‘learning’ and students will be encouraged to reflect on their own experiences as learners or teachers to evaluate their own knowledge and expertise and develop the analytical, critical and global perspective that is essential for their professional development.
The module provides opportunity for students to reflect on their professional practice, to take a critical stance with the aim to:
• Relate theoretical knowledge and policy understanding to particular practice;
• Recognise practice as being framed by context;
• Analyse and evaluate conflicted situations of practice;
• Consider how reflective processes might enhance their personal learning and professional development.
• Support teachers in developing an aspect of practice.
The module aims to:
• introduce students to multiple perspectives on theories of social justice;
• encourage students to develop and articulate a standpoint with respect to theories and models of social justice education;
• provide knowledges with which students can consider socio-political and professional contexts for social justice;
• explore conflicts within curricula, pedagogy and practice with respect to concerns for social justice in education
This module is an investigation into the language classroom and into learner and teacher roles and interactions. It develops themes relating to how languages are learned, what motivates people to learn other languages and how best to support and develop learning in the classroom. It draws on students' own experiences of language learning or teaching and encourages them to reflect on the implications in developing their own practice as language teachers.
Through language classroom observations students can become familiar with common practices in language teaching and learning and have the opportunity to develop a teacher-researcher’s perspective. The module introduces the participants to a range of theoretical consideration and practical implications of the recent developments in language teaching: theoretical debates that stretch their critical analysis of language learning and teaching processes; investigate what practical implications these debates have on classroom teaching and learning; provide them with an opportunity to evaluate and analyse learners' needs and find classroom solutions.
Students are required to find an institution where they can observe 4 hours of English language tuition at any level.
Web-based Learning & Teaching focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE). It is intended for education professionals who wish to investigate and critically examine the professional context for implementing and applying learning technologies for 21st Century learners. The module focuses specifically on the design and implementation of teaching, learning and assessment within managed learning environments (MLE).
At the end of the module, successful participants will have:
• Participated in an online event as an e-learner
• Designed, developed and implemented an online teaching module
• Managed and administered learners online
• Designed, delivered and evaluated online assessment
• Integrated open educational resources within a formal learning management system
• Interacted with other online practitioners in a community of practice
Staff participants who successfully complete WBLT will also qualify as Associate Fellow of the Higher Education Academy (HEA), the professional body for practitioners involved in the teaching and support of learning in higher education (more details in the module handbook).
Students with PGCE can gain a higher qualification as part of their own Continuing Professional Development (CPD) as well as in preparation for leadership or educational management roles.
Please note, in addition to the tuition fee there may be additional costs for things like equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Use the apply button to begin your application.
Non-EU applicants looking to study part-time should apply direct to the University. If you require a Tier 4 visa and wish to study a postgraduate course on a part-time basis, please read our how to apply information for international students to ensure you have all the details you need about the application process.
You are advised to apply as early as possible as applications will only be considered if there are places available on the course.
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The third event in a series of lectures on issues in contemporary design at the Cass.
Dr Ahmad Nazari, no stranger to achievement, has gained a distinction in his second masters degree in Learning and Teaching in Higher Education from London Met.
Staff and students are teaming up with Islington foodbank to help those less fortunate.
Academics and politicians met at London Met to discuss what the direction and the priorities should be for the new government in education.
The Duke of York is given a tour around The Cass Faculty of Art, Architecture and Design.
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Professor David Gillborn, the Director of the Centre for Research in Race and Education (CRRE), is due to make a public lecture at London Metropolitan University on Thursday 4 December.
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