Teaching MTeach

Using their own experience of everyday teaching and school activities students develop a critical understanding of research and scholarship in teaching and learning, and the changing policy contexts.

Students undertake modules to the value of 180 credits.

The programme consists of both core and optional modules (120/150 credits), and a dissertation/report (60/30 credits). Students can also import up to 60 Master's-level credits from Initial Teacher Education (ITE) programmes.

A Postgraduate Diploma (120 credits) is offered.

A Postgraduate Certificate (90 credits) is offered.

Core Modules are dependent on your MTeach pathway. Pathways include:

• New Teachers (less than 2 years experience)
• Experienced Teachers (more than 2 years experience)
• English Teachers
• Mandarin Teachers (New pathway)

please see below for more information re Mandarin

Please contact us for more information about which pathway and core modules would be most suitable.

MTeach Mandarin is a new module which offers participants a platform with opportunities to reflect on their teaching and deepen their understanding of teaching Mandarin Chinese across the primary and secondary sectors.

• Understanding Teaching
• Developing Understanding in English, Media, Drama Studies
• Leading Learning
• Understanding the Teaching and Learning of Chinese Mandarin in Schools
• Concepts and Contexts of Special and Inclusive Education (MTeach SEN pathway)
• Research and Professional Practice
• Professional Development Portfolio 1
• Professional Development Portfolio 2
• Developing Professional Enquiry Skills (SEN)

Students may also select approved optional modules from other IOE programmes.

All students undertake an independent research project which culminates in either a report (9,000 words for Research and Practice Based Enquiry, or 10,000 words for the Practice Based Enquiry) or a Dissertation (18,000 words for the Research and Practice Based Enquiry, or 20,000 words for the Practice Based Enquiry)

Teaching is via a combination of face-to-face (including two or three sessions on Saturdays or evenings for most modules) and online learning. The MTeach pathways reflect students’ career stages and/or professional interest. Tutorial groups share and critically analyse professional practice. This process is central to the development of a deeper understanding of subject pedagogy and the ways young people learn. Assessment includes everyday teaching, portfolios, reflective journals and evidence studies.