University of Chester

Programme Specification
Educational Practice (Science) MA
2017 - 2018

Master of Arts

Educational Practice (Science)

Educational Practice (Science)

University of Chester

University of Chester

University of Chester campuses;  educational and professional settings

Continuing Professional Development

Full-time and Part-time

Classroom / Laboratory, Work-Based inc.(practice / placement)

3 years

6 Years

Variable - Variable

X370

No

17a. Faculty

17b. Department

Education & Children's Services Academic and Professional Programmes

QAA (2010, updated 2015) Master’s Degree characteristics

 

University of Chester

Faculty of Education and Children's Services Academic and Professional Programmes Postgraduate MAB

Wednesday 22nd July 2015

The MA Educational Practice (Science) programme is a practice-focused qualification which aims to help teachers and other educational practitioners to extend their professional skills and abilities at Masters level. It aims to develop the capacity to critically engage with practice in order to improve it through systematic enquiry and engagement with research, literature, policy and curriculum frameworks.The programme aims to aims to build on practitioners' previous knowledge and experience through a progressive and personalised professional learning framework.There is an emphasis throughout the modules on the development of pedagogical practice.

The educational aim of the MA Educational Practice (Science) specialist route is to provide an opportunity to develop skills and knowledge of:

·         Raising the value of science in the curriculum;

·         Engaging and enriching science lessons;

·         Practical and physical science learning models;

·         The impact of constructivism on children’s learning in science;

·         Realistic science learning models;

·         Misconceptions in science;

·         Creativity in teaching and learning science;

·         Developing effective collaborations to improve teaching and learning in science;

·         Developing expertise in improving your practice through enquiry;

·         Science beyond the classroom.

Participants will develop and demonstrate professional standards and skills at Level 7 in critical reflection and systematic enquiry. It will enable them to select, critically engage with, evaluate and apply to their practice the research, literature and policy frameworks for pedagogical practice, curriculum development, collaborative working and leadership. Learning activities will include a mix of strategies combining elements such as lectures, group discussions and learning conversations through the use of a virtual learning environment (VLE), action research/work related enquiries, workshops, presentations, practical tasks, individual tutorials and focused work-based practice, as appropriate for each individual module. Learning activities are designed to encourage critical engagement with literature, theory and research and analysis of and reflection on professional practice.

Students on this programme will be able to:

  • Harness insights into subject knowledge (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Critically review the ways in which research methodology supports professional enquiry(CD7033, CD7059, CD7032, CD7208, CD7212);
  • Apply critical considerations when undertaking research(CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Make effectual use of professional learning to assess impact on practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Critically reflect on their own professional practice and make modifications to their practice which are informed by research (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).


 



 



 

Intellectual and cognitive skills will be developed through analysis and reflection on the school-based and school-related learning experiences which are central to the programme. Exemplar learning outcomes include the ability to:

  •  critically analyse the current knowledge base underpinning specific areas of their teaching and, as a consequence of this analysis, demonstrate further development of knowledge relating to their practice (CD7210, CD7211, CD7212,  CD7201, CD7602, CD7033, CD7059);
    critically evaluate approaches, methodologies and practices used in schools and other educational settings and identify how these might be enhanced (CD7033, CD7059, CD7032, CD7208, CD7212);
  • review critically published literature and demonstrate how current working practices might be informed and enhanced by relevant research and/or contemporary developments in evidence-based practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207 CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • demonstrate logical thought, interpretation and application in school-based/related settings CD7023, CD7202, CD7203, CD7204, CD7205, CD7207 CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • make critical use of research evidence (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207 CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • contextualise their role within the educational setting and review critically their own perspective on their practice (CD7201, CD7023);
  • formulate valid conclusions that link theory to practice (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • think independently about essential issues, concepts and ideas (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).



 One of the primary aims of this programme is to enable students to develop and demonstrate their application of a range of transferable professional skills through practice-based or practice-related learning. Examples include:

  • curriculum innovation (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, C7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • leadership and management (CD7202, CD7602);
  • research (CD7033 ,CD7059, CD7032, CD7208, CD7218 ,CD7212)
  • decision making (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, C7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  •  Improving own learning and performance (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Working with others (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Problem solving (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212,, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).



 

Communication

  • Write to academic standards required at level 7 (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212,, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Engage in meaningful debate and critical discussion(CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Read critically (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, C7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Synthesise written and oral information (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212,, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);

Information Literacy and Technology

  • Use the university’s VLE to access information (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208);
  • Use electronic research skills (CD7023, CD7202, CD7203, CD7204, CD7205, CD7207, CD7036, CD7210, CD7211, CD7212, CD7201, CD7602, CD7033, CD7059, HE7102, CD7032, CD7208).

The qualifications offered are in line with QAA (2010, updated 2015) Master’s Degree characteristics and are compliant with the Integrated Qualifications Framework for the Schools Workforce.

The programme is at Level 7 of the FHEQ and the IQF and leads to a Master of Arts Educational Practice (Science) degree. It has a Postgraduate Certificate (PG Cert) and Postgraduate Diploma (PG Dip) as exit points. Participants may exit with credit for single modules. Modules are at 20 Credit Accumulation Transfer (CAT) points and 10 European Credit Transfer (ECT) points or 40 CAT points and 20 ECT points; the dissertation is at 60 CAT and 30 ECT points.

To be eligible for the award of the MA Educational Practice (Science) participants must complete one of the following three modules. Additionally they must focus on a relevant area of research in their research design and dissertation modules.

  • Enhancing Scientific Knowledge and Understanding;
  • Subject Knowledge and the Science Classroom;
  • Emerging expertise through practitioner enquiry in science.

Exit awards are:

  • PG Cert in Educational Practice (Science);
  • PG Diploma in Educational Practice (Science).

For a PG Cert in Educational Practice (Science) participants must complete two of the above modules plus one other 20 credit module from the MA Educational Practice general programme.  For a Diploma in Educational Practice (Science) participants must complete three of the above modules plus three other 20 credit modules from the MA Educational Practice general programme.

The programme is structured to allow flexibility for participants particularly those who will want to import credits from previous study.Each of the following modules is optional except the dissertation. All students progressing to the dissertation must complete  the Research Design module (CD7032) unless they have already completed an equivalent Research Design module. Each term two options will be available to allow for some flexibility for those bringing in accreditation for prior learning.  The majority of the modules carry 20 Level 7 credits with the exception of ED7110 and CD7059 which both carry 40 credits.The Dissertation carries 60 credits and is compulsory.

 Typically the delivery structure will be three modules per year.

Year 1

  • CD7210 Enhancing Scientific Knowledge and Understanding
  • CD7211 Subject Knowledge and the Science Classroom
  • CD7212 Practitioner enquiry in science to enhance Expertise.

Year 2

 Any two modules offered that academic year from the suite of modules including:

  • CD7201 Professional Development Review
  • CD7202 Coaching Principles, Processes and Skills
  • CD7709 Complex behavioural difficulties:theory and practice
  • CD7203 Teaching, learning and assessment
  • CD7204 Curriculum development
  • CD7205 Inclusive practice
  • CD7602 Leadership theory into practice
  • CD7207 Understanding child development and learning

Plus CD7032 Research Design

In Year 3 students study the dissertation module (CD7208).

The majority of students will be able to bring in credits from their PGCE qualifications or other professional qualifications. They may also be able to obtain credit for experiential learning undertaken as part of their professional practice.

 

Mod-Code Level Title Credit Single
CD7023 7 Professional Induction 20 Optional
CD7032 7 Research design 20 Optional
CD7033 7 Practitioner enquiry 20 Optional
CD7036 7 Critical Practice Single 20 Optional
CD7059 7 Extended Practitioner Enquiry 40 Optional
CD7201 7 Professional Development Review 20 Optional
CD7202 7 Coaching Principles, Processes and Skills 20 Optional
CD7203 7 Teaching, Learning and Assessment 20 Optional
CD7204 7 Curriculum Development 20 Optional
CD7205 7 Inclusive Practice 20 Optional
CD7207 7 Understanding Child Development and Learning 20 Optional
CD7208 7 Dissertation 60 Comp
CD7210 7 Enhancing Scientific Knowledge and Understanding 20 Optional
CD7211 7 Subject Knowledge and the Science Classroom 20 Optional
CD7212 7 Practitioner Enquiry in Science to Enhance Expertise 20 Optional
CD7602 7 Leadership Theory into Practice 20 Optional
CD7706 7 Emotions and Attachment in Learning Relationships 20 Optional
CD7709 7 Complex Behavioural Difficulties: Theory and Practice 20 Optional
ED7109 7 Negotiated Study 1 20 Optional
ED7110 7 Negotiated Study 2 40 Optional
HE7012 7 Developing HE Teaching Practice for Tutors from Other Educational Sectors 20 Optional

Exit awards are:

  • 60 credits at Level 7 entitles the student to the exit award of Postgraduate Certificate Educational Practice (Science)
  • 120 credits at Level 7 entitles the student to the exit award of Postgraduate Diploma Educational Practice (Science)
  • 180 credits at Level 7 entitles the student to a Master of Arts in Educational Practice (Science)

To gain the award of Master of Arts in Educational Practice (Science) students must complete either CD7032 Research Design or CD7033 Practitioner Enquiry. This is a compulsory requirement of the award.

Participants must have a first degree, 2:2 or higher and be working in a school or other learning environment. Applicants with other degree classes will be considered through interview.

For international students: Minimum requirement IELTS level 6.5.

Qualifications at Masters level are awarded to participants who have demonstrated:             

  1. A systematic understanding of knowledge, and a critical awareness of current problems and/or new insights, much of which is at the forefront of their academic discipline, field of study, or area of professional practice;          
  2. A comprehensive understanding of techniques applicable to their own research or advanced scholarship;        
  3. Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in their discipline;         
  4. Conceptual understanding that enables the participant:         
  •           To evaluate critically current research and advanced scholarship in the discipline;
  •           To evaluate methodologies and develop critiques of them and, where appropriate to propose new hypotheses.

Typically, holders of the qualification will be able to:

  • Deal with the complex issues both systematically and creatively, making sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences;
  • Demonstrate self-direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level;
  • Continue to advance their knowledge and understanding, and to develop new skills to a high level;

And will have the qualities and transferable skills necessary for teacher employment requiring:

  • The exercise of initiative and responsibility;
  • Decision–making in complex and unpredictable situations; 
  • The independent learning ability required for continuing professional development.

The programme adheres to the central University Learning and Teaching Strategy. From this, the Faculty of Education and Children’s Services have developed a local level response in the form of the Faculty Learning, Teaching, Assessment Improvement and Development Plan. This commits to pedagogical principles which include:     

  • Promoting professional engagement and reflective practice;      
  • Encouraging independent and autonomous learning;         
  • Supporting continuing professional development;     
  • Valuing students' professional experience and prior learning;        
  • Supporting diversity and personalised learning;       
  • Encouraging dynamic and participative learning;
  • Promoting collaborative learning;
  • Encouraging Internet and Web-based approaches;         
  • Supporting reflective and Practitioner enquiry.

For further details, please access:

https://portal.chester.ac.uk/lti/Documents/UOCLearningandTeachingStrategy.pdf

The programme includes a range of approaches to learning and teaching:

  • University-based Modules- These modules are held at the University in technology rich environments. A range of methodologies are employed which take account of best practice and maximise active learning, sensitive to the learning styles and needs of students. These methodologies include lectures, seminars, group work, directed tasks, independent research and individual, group tutorials and blended learning.
  • Independent Learning -Independent Learning is a philosophy of education which students are encouraged to adopt. It includes the opportunity to work with a supervising tutor who offers support as students work towards completing assessment tasks but is fundamentally a more over-arching concept about an autonomous approach to work.
  • Electronic Support Materials - The Virtual Learning Environment (VLE) is an essential feature of the Programme. Each module has a dedicated module site where key information about the module and a range of materials and interactive elements to support learning and assessment, is available.
  • Electronic Tutorial Support – Students are able to contact their module tutor or module supervisor by email whenever they wish. Tutors will endeavour to respond to student queries within 3-5 days but often sooner. Tutorial support includes face-to-face tutorial support meetings and the opportunity for students to engage with online tutorial support. Individual tutorials can also be offered using a range of technologies such as Skype and Facetime.  This is an important feature of the Programme as it enables students who may not live in close proximity to the University to access tutorial support remotely.

The programme strives to maintain a diverse assessment palette and rigorous, consistent assessment practices which aims to enable students to demonstrate their skills, knowledge and understanding in a variety of ways.

Handbooks

All modules have a handbook that complies with University and Faculty Guidelines. All handbooks are available to students on the dedicated module space on Moodle (The University's VLE).

The module handbook includes:       

  • Module aims and learning outcomes;       
  • Outline content;       
  • Assessment method;       
  • Procedures for submission of work;        
  • Recommended reading;
  • Appropriate grading criteria;
  • Links to relevant documentation and University Policy eg. The Diversity and Equality Policy, The Disability, Gender and Race Equality Scheme, guidance on regulations governing the assessment of students.

Marking

All assessed work is graded according to a percentage scale 0-100 using the University's grading criteria linked to the appropriate QAA requirements All marking procedures comply with the central University Assessment Policies. Feedback to students is available electronically using the Turnitin and Grademark systems. Feedback on the work is intended to identify strengths and points of development. Assignments are not pre-marked.  Students may receive formative, verbal feedback on plans or on a specified amount of work identified by the tutor.

Assessment criteria are communicated to students through Programme and Module handbooks with specific assignment guidance explaining the important features of each assignment.

Students who engage in the MA Educational Practice (Science) programme will become reflective practitioners and critical thinkers who can articulate their views with confidence and conviction.  They will have expert knowledge of the political arena of education. They will have read widely and engaged with theoretical frameworks which have challenged their values, beliefs and understanding.  They will have become confident researchers, finding solutions to challenges in their professional setting and practice. Their professional integrity will have been affirmed and they will have become sufficiently professionally secure to confront and manage change and to lead others, should they choose.

 

The University of Chester is committed to the promotion of diversity, equality and inclusion in all its forms; through different ideas and perspectives, age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation. We are, in particular, committed to widening access to higher education. Within an ethically aware and professional environment, we acknowledge our responsibilities to promote freedom of enquiry and scholarly expression.

Students are responsible for ensuring that they hold a current and valid criminal record check through the Disclosure and Barring Service applicable to the context in which they work

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