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CPD Subject area an overview

CPD Subject area an overview. Six different MA degrees – all with a focus on developing teachers as researchers.

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CPD Subject area an overview

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  1. CPD Subject area an overview • Six different MA degrees – all with a focus on developing teachers as researchers. • MA Education, MA Education Leadership and Management, MA Education English Language Teaching, MA Education Early Years, MA Education Primary Mathematics, PG Cert Primary Mathematics, English, Computing, PGCE Top Up. • All focused on critical enquiry. • All linked to publication and engagement in the wider academic community. • All linked to school improvement • At any given time around 200 teachers engaged in researching practice.

  2. Our masters’ structure • Teachers need to build 180 credits over a span of time ranging from 1 year to 5 years. • They can study modules focused on investigating their own practice but also other ‘theoretical modules. • Each module carries 30 credits. The final thesis module carries 60. • They design their own route through depending on how much they wish to focus on different aspects of education.

  3. What teacher research means to us • Small-scale research based on the teacher’s own practice and expertise • Informed by published research in this field • Intended for wider dissemination • A variety of methodologies: case study, action research, ethnography • Often using qualitative methods within an interpretivist paradigm • Acknowledging the authors voice • Influenced by methods of reflective and autoethnographic writing but rarely using these exclusively • Facilitating non-positional leadership • Facilitating the building of communities

  4. PGCE Top Up (Early Years, Primary and Secondary) Dr Anna Cox Programme Leader

  5. One Year, part time and distance learning • Only available to those holding UK Qualified Teacher Status • 120 academic credits • 60 credits at level 6, from a portfolio that is submitted in advance and evaluated • 30 credits at level 7, based around an educational autobiography and theories of teaching and learning • 30 credits at level 7, a school based research project and report of it • Recruits students from the UK who are living in a variety of locations globally – England, Scotland, Wales, Australia, Switzerland, New Zealand this year

  6. Strengths of the Model • The accreditation of prior learning ensures participants come in with appropriate knowledge • An opportunity to extend and deepen teacher knowledge in a supportive context • Reflection in first delivered module allows teachers time to revisit features of their current practice and what underpins it, making the choice of research topic more fully informed • Research project allows participants to build on their skills and to address more deeply an area of practice • Frequently an area that is of interest to the school too • Appropriate for sharing with colleagues and with other professionals such as Education Managers • Springboard for the study of other modules to attain higher qualifications

  7. Postgraduate Certificate: Mathematics Specialist Teacher Programme (MaST) Dr Amanda O’Shea Programme Leader

  8. Two Years, part time and distance learning • Available for all qualified teachers and school senior leaders with QTS. • 60 academic credits at Master’s level (level 7). • 30 credits in year 1, developing mathematical subject and pedagogical knowledge, project assignment coaching or mentoring a colleague in school to improve their teaching practice. • 30 credits in year 2. Project assignment to lead and research a development project focused on mathematics improvement in their own schools. • Programme recruits teachers from all over England. It is highly successful as CPD with impact across the schools involved. An international version is being developed for this year. • Many of our successful teachers have also completed their Master’s in Mathematics Education by following the additional modules and a final dissertation.

  9. Strengths of the Model • Teachers are inspired to change their own practice first towards more interactive teaching of mathematics where reasoning and understanding are key. • The profile of mathematics is raised in the schools involved. • The quality of teaching and learning in mathematics is improved with the focus on developing mathematical thinking. • The projects allow teachers to develop their own practice, improve the practice of a colleague but also impact on the teaching and learning of mathematics throughout the whole school. This is joint CPD where everyone benefits, not just the teacher doing the course. • Teachers build their personal expertise and confidence in coaching and mentoring as well as engaging in real world research to inform practice. • We now run sister programmes in English and Computing for Specialist teachers.

  10. Questions? James.Underwood@Northampton.ac.uk Anna.Cox@Northampton.ac.uk Amanda.O'Shea@Northampton.ac.uk

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