EMAGISTER CUM LAUDE
      University of Dundee

      Education (Nursery/Early Education) MEd

      University of Dundee
      In Dundee

      £2,300
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      Important information

      Typology Master
      Location Dundee (Scotland)
      Duration 36 Months
      Start September
      • Master
      • Dundee (Scotland)
      • Duration:
        36 Months
      • Start:
        September
      Description

      Entry to the course is open to educators with experience of working in relevant settings who have a degree or equivalent and relevant experience. Applicants do not have to be currently employed in an educational setting as some modules do not require students to be in a workplace-based setting.

      The Master of Education MEd is the first in Scotland to be recognised by the International Baccalaureate as meeting the professional development requirements of:

      Advanced Certificate in Teaching and Learning Research
      Certificate in Leadership Practice
      Advanced Certificate in Leadership Research
      The Master of Education course is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The course can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the course.

      Facilities (1)
      Where and when
      Starts Location
      September
      Dundee
      Fulton Building, DD1 4HN, Dundee, Scotland
      See map
      Starts September
      Location
      Dundee
      Fulton Building, DD1 4HN, Dundee, Scotland
      See map

      To take into account

      · Who is it intended for?

      A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the course. By engaging with the MEd course students are able to influence their own Professional Learning journeys and take control of their own CPD. As a result of this students can greatly enhance their prospects for future career advancement. The Master of Education course is for professionals with some teaching or educational experience. It is not an initial teaching course and will not qualify you to teach in Scotland.

      · Requirements

      Degree and relevant work experience. Applicants should ideally be able to undertake work related to a programme specialism in their workplace setting or other appropriate agency.

      · Qualification

      The course is fully recognised by the General Teaching Council for Scotland (GTCS) as a professional learning course for leaders. In partnership with the Scottish College for Educational Leadership (SCEL) and our Local Authority Partners in Scotland, we are delivering the 'Into Headship' and 'Middle Leadership' programmes.

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      Achievements for this centre

      2019
      This centre has demonstrated its quality on Emagister
      9 years with Emagister

      How do you get the CUM LAUDE seal?

      All courses are up to date

      The average rating is higher than 3.7

      More than 50 reviews in the last 12 months

      This centre has featured on Emagister for 9 years

      What you'll learn on the course

      Mentoring
      International
      Early Education
      Leadership
      Teaching
      GCSE Mathematics
      Mathematics
      Innovation
      Management
      Management Accounting
      Management strategies

      Course programme

      Core Modules

      Core Module 1: Reflecting Upon Practice (PD50189)

      Credits: 30

      The module aims to provide participants with a framework to enable them to reflect critically on their professional development and their current practice, and as a result enable them to formulate an appropriate professional development action plan.

      The module will introduce participants to a professional development model that involves: reflecting on their personal and professional development; engaging with the debates and professional enquiries that have led them to their professional thinking, philosophies and views; reflection upon their current approaches and learning and teaching practice; a self-evaluation of professional development needs and directions.

      Core Module 2: Research Methods for Professional Inquiry (PD50177)

      Credits: 30

      The purpose of this module is to introduce you to research methodology and methods. In the course of the module you will develop an appreciation of what is entailed in conducting research in a professional field. The module content will follow the stages of research, starting with the research problem/question through to the presentation of findings. This module is also intended to prepare you to progress on to a small scale enquiry and to begin to think about the academic research process and the task of developing and conducting a research study.

      Core Module 3:Dissertation (PD50206)

      Credits: 60

      The culmination of a Masters programme is a substantial piece of work which will contribute to the development and enhancement of professional knowledge and practice for the writer and others across a range of professional fields. Students are expected to show that they can exercise independent critical judgement and that they have command of the necessary research processes required to carry forward and report a systematic investigation, either empirical or philosophical. They are also required to show that they can apply what they have learned through their studies to set up a project which will inform research or will explore an aspect of practice. A study of this professional standing and worth must be well planned and resourced, engage with research and public theories, be critically reflective and explore the assumptions that underpin practice.

      Optional Modules

      International Education (PD50194)

      Credits: 30

      This module provides practitioners the opportunity to develop their professional knowledge and understanding, skills and attributes in relation to International Education. It provides a critical understanding of principal theories and concepts associated with International Education. Students explore this field by studying key concepts such as citizenship, intercultural awareness, multicultural education, international and comparative education. The focus of the course enables practitioners to develop a school/work-based initiative related to International Education by providing an overview and reflecting on their own international, national and institutional policy and practice context.

      Working Towards Inclusion (PD50205)

      Credits: 30

      Debate about inclusive education is a topic of interest to educationalists world-wide. The module provides opportunity to review the arguments for and against inclusive education in the light of current legislation and policy. It also considers the effects of other legislation which impact on social inclusion. The module develops an enquiry-based approach to teaching and learning and is consistent with current views on inclusive practice both nationally and internationally. It considers the importance of policy in relation to practice and provision, taking account of historical influences as well as the impact of current key legislation. The concept of inclusion is explored in terms of opportunities and challenges. A case study stimulates thinking around a range of factors, raising fundamental issues such as values, beliefs and principles for the participant. Throughout the module, the participants are required to reflect and justify their own professional beliefs and practices.

      Wellbeing of Children and Young People (PD50218)

      Credits: 30

      Students on this module will consider social contexts, transition procedures and processes and the impact which they have upon children. In particular they will discuss and debate outcomes related to the emotional and cognitive wellbeing of the child. They will also analyse the implications of these contexts upon their role as a professional. Students are asked to compile an audit which relates to children's wellbeing. Students will also critically analyse a range of government documents including children's rights, legislation, policy and curriculum framework. Following evaluation of their findings, students plan for development and change, relating ecological frameworks to the 21st century concept of the child as an active social agent.

      Developing Mathematical Thinking (PD50224)

      Credits: 30

      Mathematics has the potential to be a rich and stimulating subject that engages and fascinates learners of all ages, interests and abilities. Successful learning of mathematics offers the potential to develop creative reasoning, mathematical thinking and problem solving ability which can be thought of as aspects of an overarching development of mathematical literacy (OECD/PISA). However, despite past initiatives to improve the teaching and learning of mathematics, attempts to move to more constructivist models of teaching and more active approaches to learning mathematics have not been as successful as might have been hoped. It is against this background that this module hopes to raise the profile of the importance of developing mathematical thinking as opposed to the dry, procedure driven approach that is often typical of the mathematics classroom. The module is designed to enable participants to: explore, reflect on and critically examine the role of mathematics and developing mathematical thinking; critically analyse the respective roles of the teacher and the learner in the process; develop a structure for planning a coherent programme for developing mathematical thinking which takes into account differing levels of attainment.

      Innovation in the Curriculum (PD50192)

      Credits: 30

      This module will allow participants to investigate the nature of curriculum and consider theoretical models of curriculum development. This will include consideration of what constitutes curriculum innovation backed up with reference to relevant theory, research and policy. Students will engage in critical analysis of the political, socio-economic and cultural factors that drive and influence educational reform. During the module students will evaluate recent examples of curriculum innovation and critically evaluate the effectiveness or potential effectiveness of these drawing on theory, research and policy. Ultimately there will be a consideration of implications for the student's future practice in light of a deeper understanding of the subject of curriculum innovation.

      Leadership, change and Organisational Development (PD50175)

      Credits: 30

      This module aims to introduce participants to the concept of leadership and its role within strategic development, organisational learning and communities of practice. Participants will explore and critically appraise the significance of leadership, its relation to management and impact on organisational development. With reference to current literature and research, participants will examine theories of leadership and how leadership differs from management within organisations. It also asks participants to explore the key principles of vision and values, culture and climate. Participants will be asked to consider personal and professional values and the notion of a systems view in the context of guiding organisational change.

      Mentoring (PD50230)

      Credits: 30

      This module aims to equip participants with knowledge, understanding and skills which will enable them to provide effective mentoring programmes within the workplace. Participants will explore the principles of effective mentoring and consider the components of a variety of mentoring models. They will critically evaluate and reflect upon key interactions, reviewing their strengths and areas for development in their use of mentoring skills and strategies. This module will enable participants to analyse and evidence outcomes of mentoring for mentors, for their mentees and for their professional settings.

      Meeting the Needs of Children and Young People with Autistic Spectrum Disorder (PD50231)

      Credits: 30

      This module will support practitioners to understand and meet the needs of children who present with features of autistic spectrum disorder in the classroom. It aims to support practitioners to begin to develop an understanding of the different way in which children with autism are believed to view the world.

      The module material includes discussion of the triad of impairments; sensory perceptual responses; supporting children with an ASD in the classroom; behaviour as communication and supporting children with an ASD to manage anxieties and worries.

      Leadership and Management of Childhood Practice (PD50228)

      Credits: 30

      Consideration will be given to what is understood by the terms leadership and management through exploring key theoretical approaches. With reference to current literature and research, participants will begin to identify how these roles differ and/or overlap. The module will also seek to investigate internal and external collaborations. Participants will be asked to reflect on and apply course concepts to practice within their own organisation and community along with external organisations and professionals whom they work with. Finally, consideration will be given to the strategic and operational factors of leadership and management in childhood practice by taking into account the organisations internal vision, values and culture coupled with the management of human, physical and financial resources.

      Additional information

      Overseas students (non-EU) fee -  £5,900 per year of study (60 credits studied each year)

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