Education, Part-time - MA / PGCert / PGDip

The three core modules are compulsory for all full time and part time students with no Accredited Prior Learning (APL) credits, and total 120 credits.

30 credit points

This module will introduce the principles of theoretical and ethical issues that underpin approaches to the teaching and learning in institutions in various cultural settings. This module will offer you an opportunity to explore how curriculum design can promote innovation in teaching delivery and student learning and to consider critical ways to evaluate innovative teaching strategies and their effects on student learning.

You will be able to analyse criteria for developing innovation and student interaction and discuss education policy and initiatives and scope for innovation. This module will help you to consider approaches to developing innovative classroom projects in your organisation.

30 credit Points

This module will enable you to:

• extend your knowledge and critical understanding of research and of research strategies, methods and techniques;
• extend your competence in reading and critically appraising published research;
• achieve a grasp of methodological and epistemological issues;
• undertake relevant and focused research at postgraduate level;
• develop a critical appreciation of the ethical and professional issues which attend investigation in professional contexts.

For progression to Dissertation students must take this module.

60 credit points

This module is the final part of the Masters programme and available to those who have achieved success sufficient to be eligible for a Postgraduate Diploma and have successfully completed Research Skills.

The Masters’ dissertation is a substantial piece of academic writing around a negotiated and agreed research focus. You must satisfy criteria relating to skills, knowledge and understanding of an educational or training issue and engagement in pursuit of academic excellence. You will have an opportunity to develop comprehensive knowledge and critical understanding of relevant theory, research, policy and/or practice through substantial and sustained, guided independent enquiry. This will develop the confidence and competence in writing to academic standards and conventions appropriate for publication.

All full time and part time students with no APL credits from other postgraduate courses at either NTU or other universities must complete two optional modules selected from these six modules.

30 credit points

This module aims to give an overview of some important and significant theorists in contemporary social/education theory, while encouraging students to think analytically about theoretical questions. This module offers the opportunity for participants to consider the role, purpose and contribution of educational theory on and for educational practice. Drawing on a range of theorists, for example but not exclusively, Etienne Wenger, Paulo Freire, Michel Foucault, Pierre Bourdieu, Lev Vygotsky, Jacques Derrida, Judith Butler, and Sandra Harding, the module invites participants to critically consider their contributions to the practices of contemporary education across a range of learning environments. Participants will be encouraged to critically compare theorists, defending or rejecting their usefulness for education. This module enables students to demonstrate they can locate and contextualise their understandings of educational theorists through critical analysis, comparison and evaluation, to educational practice. Additionally, students will be able to critically evaluate their own development as an educational professional. This module has been designed for participants who want to incorporate different theoretical concepts into their work and provides an introduction to the process of selecting and applying theories in their work.

30 credit points

This module is appropriate for all who are interested in the educational policy making process and its impact on teaching and learning at all levels and phases. It will enable you to:

• Gain a greater knowledge and understanding of the nature of educational policy and its impact on practice in your own and other educational institutions.
• Know how policy is contributed to at institutional, local, regional, national and global levels.
• Understand how educational policy relates to international, national and local concerns.

30 credit points

For all involved in any enterprise it is essential to understand the change process. In education, where there is significant externally-imposed change and consequent (or self-determined) institutional change those aspiring to lead in such need to be able to lead and manage the process of change effectively.

Through this module, you will by examination of theories of change and examination of case studies explore the complex nature of change and how to lead it effectively.

Thus, the aims of the module are:

• to enable you to understand the nature of change and innovation and how they are led in educational institutions;
• to enable you to reflectively and critically apply a number of theories relating to the leadership and management of change;
• to give you an opportunity to examine critically (in a secure environment) the leadership of change in your own institution.
• to provide an international context and comparison of change in education and how globalisation of policy and practice is shaping education institutions.

The importance of a clear and well-considered approach to planning for and effecting change as well as the ability to respond appropriately to externally-imposed changes are central to this module. Throughout the module theories relating to change - both from within education and from the world of business and commerce - will be utilised and explored as to their usefulness in application in educational institutions.

30 credit points

This module provides an opportunity to explore a wide range of perspectives on Special Educational Needs (SEN) and inclusion. These will include the perspectives of children and young people, parents, professionals, social value groups, academics and government. The module enables you to examine national and international perspectives, presented through research, literature, SEN/Inclusion groups and individuals’ experiences. It will also consider some of the key issues in the language of SEN and inclusion, reflecting on the nature of their impact on learning and teaching practices in educational settings.

30 credit points

This module is offered through independent learning for students who are working in an education setting, who have recently attended a course of professional development (PD). It provides the opportunity to critically analyse, reflect and evaluate the impact of this on professional practice. This module requires you to reflect critically on the impact of a specific course of PD on your own practice. You will use this PD course as a basis for developing new professional practice in your workplace and evaluating the impact of this. You will also be required to consider how your learning from the PD could be disseminated to others and develop a strategy for this.

30 credit points

The module analyses and evaluates sociological perspectives on justice, in/equality, aspects of social identity, inclusion and exclusion in education. It introduces a range of contentious issues and challenges for justice in education, and different sociological perspectives through which they can be analysed. There will be opportunity to bring your own views and experience to bear in these debates, while introducing you to new concepts, theories and methods.

The aims of the module are:

• To develop coherent and holistic understanding of theories of social justice
• To develop knowledge and understanding of issues of social justice in/through various aspects of education based on relevant research literature
• To enable you to reflexively draw upon, apply and assess concepts and approaches relating to social justice in your understanding of education, and inform your action to address social justice issues.