*These options are required for the named awards
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.
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.
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.
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.
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.
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.
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