Master of Education (Distance Learning)
The University of Dundee Masters in Education degree is essential for all teachers and education professionals who wish to enhance their experience in the field of learning, and improve career prospects in Teaching, Education management or Education administration. Students will engage with advanced level educational theory and develop the skills to reflect critically upon their own teaching styles and practices, as well as on current educational issues and debates.
This Masters in Education degree is fully recognised by the General Teaching Council for Scotland (GTCS) as a professional learning course for leaders, and is also recognised by the International Baccalaureate as meeting the professional development requirements of the:
- IB Advanced Certificate in Teaching and Learning Research
- IB Certificate in Leadership Practice
- IB Advanced Certificate in Leadership Research
MEd Duration & Workshops
Important notice: For health and safety reasons, Virtual workshops with UK University faculty and online tutor sessions will be used in the interim, until the current situation stabilises.
The Masters Degree in Education is a three year course at the normal study route but can be tailored to suit individual experience, needs and interests. An accelerated study route is available where the MEd can be completed in 20 months, with an additional commitment to the required number of study hours per week. This degree is taught via the University of Dundee’s online learning environment, combined with academic support at optional teaching workshops in the UAE.
PGCE & PG Diploma entry & exit routes
This Masters in Education degree provides flexible entry and exit routes at a Postgraduate Certificate in Education, PG Diploma in Education and at the Masters Levels for the Leading, Learning and Teaching award. These MEd award pathways aim to build on your initial training and professionalism developed through work experience.
The other Masters in Education pathway specialisations available are;
- Master of Education Inclusive Education
- Master of Education Nursery and Early Education
- Master of Education International Education
- Master of Education Educational Leadership
- Master of Education Teaching English to Speakers of Other Languages (TESOL)
Benefits of a Masters in Education
This Master of Education degree is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international practice and builds upon competences developed through experience.
Modules are delivered through a fully distance learning approach and are supported by the use of information and communication technologies. The teaching and learning approaches used are designed to meet the needs of a variety of participants who are mainly in full time employment. The approach taken includes:
- Peer learning and discussion
- Individual supervision
- Private study
- Access to online materials via the University Virtual Learning Environment
- In country (UAE) Induction Workshop & Mapping your Research workshop
Particular emphasis is placed on developing a strong learning community to support professionals in their studies throughout the programme.
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 programme.
By engaging with the MEd Programme students are able to influence their own Professional Learning journeys and take control of their own Continuing Professional Development.
As a result of this students can greatly enhance their prospects for future career advancement.
- Doctorate of Education
The Master of Education degree is characterised by a path progression through a PGCE, a PG Dip to a Masters degree, with entry and exit points at each level.
Recognition for prior learning (RPL) is available for this course. Claims for RPL must match to existing modules on the course with equivalent content. Please speak to your personal Stafford consultant about RPL.
There are both workplace-based and non-workplace-based routes for this teaching course, so you don’t have to be currently employed in an educational setting before applying.
Workplace based Masters in Education route:
- Professionals who currently work in an educational setting, and wish to enhance their professional learning and improve career progression prospects.
- Must have an undergraduate degree (any discipline).
- If your undergraduate degree was not taught in English, the English Language Requirement is IELTS 6.5 (or equivalent).
Non-Workplace based Masters in Education route:
- Professionals who have previous work experience (not necessarily current) in an educational setting.
- Must be a graduate (any discipline).
- If your undergraduate degree was not taught in English, the English Language Requirement is IELTS 6.5 (or equivalent).
Reflecting upon Practice
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.
Research Methods for Professional Inquiry
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 provides you with an introductory grounding in research methods. 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.
This module aims to educate students to develop a socio-political historical perspective on legislative and social policy developments related to inter-professional collaborative working and organisational change as well as compare and contrast: ethical and principled practice; theoretical perspectives; evidence-based research; practice models and frameworks and practice wisdom-based knowledge; uncertain, complex and diverse contexts in which agencies operate and in which harm may occur.
Innovation in Education
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.
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.
Leadership and Organisational Development
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.
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.
The Inclusive Educator
This 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. Debate about inclusive education is a topic of interest to educationalists world-wide.
Teaching and Learning for Equity
The module aims to provide opportunities for participants to explore issues around attainment in schools, particularly in relation to the impact of poverty and inequity on learning. It will enhance critical thinking and analysis in the context of using data and evidence to examine factors linking poverty, deprivation and learning, the consequential impact on attainment in schools and the implications for learning and teaching.
Wellbeing of Children and Young People*
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.
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.
*These options are required for the named awards
- Lectures 0
- Quizzes 0
- Course Fee US $23,000
- Stafford Grant US $7,000
- Monthly Fee US $750
- VAT If applicable
- Start Date April 2020
- Application Deadline 13 April 2020
- Duration 20 months
- Study Mode Distance Learning
- Brochure Download
- Assessments Assignments
- Students 0