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Master of Science by Coursework in Teacher Education (Part-time)

  • 1. The Course shall be under the supervision of the Academic Committee of the Department of Education.

  • 2. Candidates will be expected to participate in a course of instruction for six terms part-time, including two one-week residential sessions and a series of online lectures and seminars.

  • 3. Candidates are required to submit three assignments relating to the content of each of the three units. Assignments one and two must be between 4,000 and 5,000 words in length, and assignment three must be a maximum of 10,000 words in length. Assignments one and two must be submitted by no later than noon on Tuesday of Week 1 of Hilary and Trinity terms respectively. Assignment three must be submitted no later than noon on the third Thursday in September in the candidate's first year of the course. 
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  • 4. Candidates are required to submit a dissertation of between 15,000 and 20,000 words. The dissertation must be submitted by no later than noon on the third Tuesday in September in the candidate’s second year on the course.
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  • 5. All assessments must be submitted using the University approved online submission system. Technical information on the requirements for online submissions is provided in the Course Handbook.
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  • 6. Candidates may also be required to attend an oral examination for any assessment.
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  • 7. If a candidate receives a failing mark for any of their assessments, including the dissertation, they may resubmit the assessment on one further occasion, when the assessment is next examined the following year, or on an earlier date which will be published in the Course Handbook.

8. Candidates who successfully complete the three summatively assessed units of study and who choose not to continue with their programme of study may be awarded a Postgraduate Diploma in Teacher Education.   

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  • Schedule

  • Programme of study: 

    1. Understanding your learner teachers and their actions: implications for your practice as teacher educator.
    2. What knowledge does a teacher need?
    3. Teacher and teacher educator learning: implications for the design of a teacher education session.