Experience of postgraduate teacher education at University of Derby Dr. Neil Radford Assistant Programme Leader Doctor of Education Independent Studies Coordinator MA Education

Aims:  To provide a ‘flavour’ of the MA Education programme  Key questions from the ‘Derby’ perspective  Role of HEI moving forward?

Philosophy of the Programme Inspire the development of educational professionals to critically situate themselves within a dynamic educational landscape.  Master’s level – critical dispositions to practice  ‘Education’ in its broadest sense  Highly flexible  High degree of personalisation  Inter-professional

Who are our masters students? Individuals On-Campus/on-line & international Full time Part time Work place Cohorts (school-based) Off-Campus Part time Collaborative Partners Atlow Mill Mediterranean College (international) Part time School SMT Teachers TAs HE & FE sector Health practitioners Social work Careers practitioners Training/Coaching Youth and Community Police Business sector

The Programme Structure Non Specialist Awards (MA Education) Specialist Pathways Careers Learning Community Learning Early Years English for Speakers of Other Languages Emotional Education Leadership & Management Leadership, Mentoring & Coaching Lifelong Learning Special Educational Needs and Disability Non-Pathway Modules Core Modules Studying at Masters Level Evidence Based Practice Independent Study Specialist Pathway Awards (e.g. MA Education: Careers Learning) Specialist Pathway Modules

Key perspectives on school-based and campus- based masters provision for teachers: Situated learning Outcomes Learner autonomy Motivation

Motivations for PG study (Neary 2013) Initial motivations included; Career progression Practice development Academic development Self development Changing motivation through engagement with Masters study; Career progression decreased importance Intrinsic motivations become more important i.e. self confidence, self-esteem, research skills and critical thinking

Key perspectives on school-based and campus- based masters provision for teachers: Situated learning Outcomes Learner autonomy Motivation Does motivation for M-level study vary between on-campus and school-based learners? If so, do these differences have consequences for chance of success?

Key perspectives on school-based and campus- based masters provision for teachers: Situated learning Outcomes Learner autonomy Motivation To what extent can learners make choices about what they learn and how they engage with it? How do learners manage personal goals and those of their school?

Key perspectives on school-based and campus- based masters provision for teachers: Situated learning Outcomes Learner autonomy Motivation Does school-based learning limit the opportunity to learn from different perspectives? How transferable is the learning between contexts?

Benefits for engaging in Masters - individual (Neary 2013) Increases in: Self confidence Developing knowledge/critical thinking Apply new knowledge to practice Empowerment – deeper understanding of the impact of political issues Time for structured reflection Personal achievement

Key perspectives on school-based and campus- based masters provision for teachers: Situated learning Outcomes Learner autonomy Motivation How do we encourage critical dispositions? To what extent are critical dispositions desired by school managements?

Role of HEI in school-based Masters?  Manage needs and expectations of individuals and school management teams  Bridge between school development plan and individual needs.  Bring wider perspectives  Reducing the risk of insular learning (particularly with onset of School’s Direct ITE)  Promote opportunities for personalisation of learning and curriculum  E.g. Variety of assessment responses to overcome limited choice of modules  Quality assurance  Masters level outcomes  Critical thinkers