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Education, Teaching and Learning
School of Education,
Faculty of Social Sciences
Course description
This course is for practising teachers, classroom assistants, heads of department, and managers wanting to explore and deepen their professional practice through targeted reading and classroom-based practitioner research. The course is flexible, so you can focus on the topics most relevant to your job.
This fully online, three-year programme was developed to complement our highly successful International Postgraduate Certificate in Education (iPGCE).
Modules
Core modules:
- Education, Teaching and Learning
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This module will provide you with a solid grounding in the general principles of pedagogy, from a range of different theoretical perspectives, and will explore key topics such as aspects of teaching, planning, assessment, policy, classroom management, special educational needs, learner motivation and learner autonomy. Through guided reading, structured discussions and the use of other online materials, you will explore educational practice and issues particularly related to both your context and your teaching subject, comparing and contrasting your own experiences with those of other course participants and the literature, leading to critical reflection on yourself as an educational practitioner, and, ultimately, to the development of new educational practice.
30 credits - Practice-based Inquiry
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This module provides you with the opportunity to devise and carry out a small scale research study on a topic relevant to your own practice. Supported by guided readings and online discussions surrounding research methods, methodology, ethics and the evaluation and writing up of research data, you will be able to reflect on your practice through the process of original research, culminating in a research report. The module gives you the opportunity to explore opportunities for change in your own context, either at classroom or institutional level, or, in some cases, going beyond, enabling you to base innovation on reading, research, and reflection.
30 credits - Dissertation
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In this module, you will be supported in planning and carrying out a piece of research, usually in your own professional context, and in writing a dissertation. Your research is intended to enhance your understanding of your own professional practice, and potentially improves this. An explicit focus will be on research as a catalyst of change, thus, dissemination at appropriate levels will be explored. Students will study a dissertation of their choice that relates to their programme and staff expertise.
60 credits
Optional modules - two from:
- Critical Reflection on Professional Development
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In this module, you will compile a portfolio, collecting, selecting and reflecting on evidence of professional development activity. You will have tutorial support to identify your professional development needs and aspirations and to reflect critically on the impact of professional development activities both on yourself and on your learners. In addition, you will consider critically the nature of innovation in pedagogy, focusing on what innovative pedagogies may mean in the 21st century. The module will ask you to explore a variety of ways in which professionals can instigate change and innovation, and this may lead to you identifying not only topics for assessment in this module, but also for your dissertation.
30 credits - Language Learning and Pedagogy
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This module will explore key theories and approaches in language learning and associated pedagogies, relevant to today's diverse society, drawing on your teaching and learning experiences, as well as the literature. We will look into formal language education and the role of the teacher in classroom contexts across various sectors, as well as developing a deeper understanding of the role of language in society, including the relationship between home and school, and heritage/home languages. Classroom and learner practices such as code-switching and translanguaging will be examined, as well as the role of technology and learner motivation in the language learning context.
30 credits - Contemporary Issues for Early Childhood Education
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The global contexts in which young children live and learn afford diverse challenges and opportunities for early childhood education. This module focuses on a range of topics which are 'of the moment', and thus pertinent to contemporary debates and practice. Students will critically evaluate current global issues as well as topics which are relevant to specific social, cultural and geographical contexts. Module content will draw upon pioneering research within the School of Education and beyond, and will enable students to make an informed contribution to developments in early childhood education.
30 credits
The content of our courses is reviewed annually to make sure it's up-to-date and relevant. Individual modules are occasionally updated or withdrawn. This is in response to discoveries through our world-leading research; funding changes; professional accreditation requirements; student or employer feedback; outcomes of reviews; and variations in staff or student numbers. In the event of any change we'll consult and inform students in good time and take reasonable steps to minimise disruption.
Open days
An open day gives you the best opportunity to hear first-hand from our current students and staff about our courses.
You may also be able to pre-book a department visit as part of a campus tour.Open days and campus tours
Duration
3 years part-time (online)
Teaching
This programme comprises online modules with individual online tutorial support.
Assessment
There are no formal written examinations. The course uses a variety of assessment methods, including academic essays, reflective engagement with practice, research report and a dissertation.
Department
School of Education
We're proud to welcome a vibrant and diverse community, with students based locally, nationally and internationally. Our research has a direct impact on educational theory, policy and practice; we're supporting the development of children, families, schools and learning communities.
Our seminars are interactive and everyone is encouraged to take part. The course director knows every student personally, and you will get a lot of individual support across all of your modules.
Our team of tutors at the School of Education comprises of experts in early childhood education, policy and practice, psychological theory of education, and languages and education. Many of our academic staff are internationally recognised in their specialist areas.
Entry requirements
Minimum 2:2 undergraduate honours degree in a relevant subject.
Overall IELTS score of 6.5 with a minimum of 6.0 in each component, or equivalent.
If you have any questions about entry requirements, please contact the department.
Fees and funding
Apply
You can apply for postgraduate study using our Postgraduate Online Application Form. It's a quick and easy process.
For 2024-25 we are not able to accept applications for entry into year one. We will only be accepting applications for entry directly into year two of the course. Applicants wishing to join year two will need to hold a Postgraduate Certificate (60 credits) in an education-related discipline.
Applications for September 2024 entry close on Friday 30 August at 5pm.
Contact
education-admissions@sheffield.ac.uk
+44 114 222 8177
Any supervisors and research areas listed are indicative and may change before the start of the course.
Recognition of professional qualifications: from 1 January 2021, in order to have any UK professional qualifications recognised for work in an EU country across a number of regulated and other professions you need to apply to the host country for recognition. Read information from the UK government and the EU Regulated Professions Database.