International Education (MA)

<div id="tab2" class="tab grid_8 alpha hide-on-small" style="display: block;"> <div class="courseLinks hide-on-medium-down"> <img src="/media/liverpoolhope/styleassets/cssimages/media,975,en.gif" alt="print Icon" style="width : 24px; height : 24px; "> <span><a href="javascript:window.print()">print this page</a></span> <span class="st_sharethis_custom" st_processed="yes"><a href="#">share this course</a></span> </div> <h2>Curriculum</h2> <p><strong>Pedagogy: Theory and Practice block</strong></p> <p>Term 1</p> <p><span style="text-decoration: underline;">Learning, Teaching and Assessment (30 credits)</span></p> <p>This module aims to develop participants’ understanding of a range of learning, teaching and assessment strategies which promote learners’ progress in order that all can achieve their full potential. They will be helped to develop self-direction and originality in problem-solving in relation to the module content, and act autonomously in planning and implementing change in their educational setting, taking account of current thinking and literature in related areas.</p> <p>Term 2</p> <p><span style="text-decoration: underline;">Curriculum Theory &amp; development (30 credits)</span></p> <p>This module aims to support development of subject knowledge in the participant’s subject discipline or age phase specialism. It is focused on contribution to curriculum development within the educational setting. Participants will be guided in critiquing a range of guidance and policy documents relevant to practice with a view to identifying the key concepts and perspectives on which they are based and how they relate to and influence practice.</p> <p>&nbsp;</p> <p><span style="text-decoration: underline;">International and Comparative Education: Key Concepts and Practices (30 credits)<br> </span>This module will analyse the theory and practice of comparative education and trace the historical development of the field. It will advance understanding of the relation of comparative education to International Education. Students will develop skills and concepts to systematically analyse the impact of historical, social, political and economical factors on various regional and national education systems within the international context with the view to develop a deeper understanding of how education systems evolve. Relation with policymaking, theoretical frameworks and methodological approaches to the comparative and international study of education will be critically examined.&nbsp;</p> <p><span style="text-decoration: underline;">Critical Perspectives in Global Education (30 credits)<br> </span>This module will analyse the role of education in overcoming global challenges such as climate change and social injustice. Students will be introduced to techniques to critique relevant policy and practice in global education and related pedagogical approaches. They will consider research methods for evaluating global education initiatives. Through the development of a case study and ongoing portfolio students will analyse the diverse perspectives and assumptions that underpin and impact upon an area of personal or professional interest.</p> <p><span style="text-decoration: underline;">Critical Reflection on International Education (Zero credit)</span></p> <p>This non-credit bearing module will provide students with the opportunity to reflect on their learning on the modules; Learning and Teaching, Assessment, Curriculum Theory and Curriculum Development to articulate their connectedness to the ‘International Education’ strand.&nbsp; Therefore, the portfolio will sit alongside all modules in the taught phase of the MA International Education. At the end of each of the four ‘Education in Action’ 15-credit modules the students will be expected to reflect on their learning in each module and submit a 500 word reflective account of how the learning relates to the international context. This will provide an opportunity for the students to connect their learning between the various taught components, develop their academic literacy and demonstrate their understanding of the various educational practices in relation to learning, teaching, assessment and curriculum in the international context.&nbsp;</p> </div>