Magrudy's Educational Resource Centre

MA International Education

Those successfully completing the Postgraduate Certificate of Education may progress to stage 2 of the MA International Education. This requires students to complete two modules from a choice of four:

Stage Two

Option Module choose 2 of the following

Outline

EPDM18

Induction Module

Developing reflective practices, to continue the development of professional skills and understanding by addressing the reflective practitioner concepts to become intellectually, vocationally and personally accountable for what goes on in their own classroom, developing the ability to use self-reflection skills in critically appraising their personal context and teaching experience and those of others. Using an option with a wider focus they will, with the more experienced teachers, further develop the ability to critically analyse contemporary issues in education and consider the effective application, critical evaluation and synthesis of influences and drivers on international education in their own contexts from the remaining three option modules which are;

ESSM14

Advanced Pedagogical Practice in Subject Related Disciplines.

For this module students will consider aspects of curriculum development and implementation related to a subject they have selected. For secondary teachers this is likely to be the main subject they teach, for primary teachers it can be a subject or a topic through which they wish to develop their practice. The focus will always be on improving practice, but a number of different theoretical models of curriculum will be considered alongside existing practice. Students will engage in practitioner research.

EPDM15

Leading organisational effectiveness in education and training.

EPDM16

Assessment theory into pedagogical practice.

This module allows students to engage with theory and current issues in assessment practice within educational environments. Issues of validity and reliability will be explored in relation to current practice including assessment for learning and assessment of learning. Students will analyse their own practice and, through work on the module, enhance their own assessment practice so benefitting their practice in educational establishments

On successful completion of these two modules, students may withdraw with a Postgraduate diploma. However, most will progress to stage 3:

Stage 3

In this stage students will be required to take two core modules:

Module

Outline

EPDM11

The international school curriculum

An overview of the heterogeneity of curriculum models is explored and then considered in context. Curricular drivers and influences such as culture, government regulation and educational philosophy are considered and applied in order that students can articulate and justify multiple modes of teaching and learning, linking explicitly and critically to contexts such as bilingualism, EAL, inclusion

EPDM12

Leading & Managing in International Schools

Students will engage with a range of management issues relating to international schools. They will consider in depth issues relating to management such as the itinerant nature of staff, including staff development, retention and motivation and the expectations and needs of stakeholders such as pupils and parents. An examination of the various types of international schools philosophies and ethos, leading into an examination of organisation theory will enable them to develop an understanding of the extent to which ‘leadership’ is culturally determined

Through these complementary studies students will develop an advanced understanding and critical awareness of curriculum development & implementation, contemporary leadership and management issues in international schools; and the ability to critically appraise and synthesise comparative educational theory in context; leading to showing they have acquired the ability to identify educational issues requiring investigation and to design, conduct and report such research recognising ethical situations and limitations.

On successful completion of these two modules students will be awarded an M.A. International Education.

Option Module choose 2 of the following	Outline
EPDM18	Induction Module Developing reflective practices, to continue the development of professional skills and understanding by addressing the reflective practitioner concepts to become intellectually, vocationally and personally accountable for what goes on in their own classroom, developing the ability to use self-reflection skills in critically appraising their personal context and teaching experience and those of others. Using an option with a wider focus they will, with the more experienced teachers, further develop the ability to critically analyse contemporary issues in education and consider the effective application, critical evaluation and synthesis of influences and drivers on international education in their own contexts from the remaining three option modules which are;
ESSM14	Advanced Pedagogical Practice in Subject Related Disciplines. For this module students will consider aspects of curriculum development and implementation related to a subject they have selected. For secondary teachers this is likely to be the main subject they teach, for primary teachers it can be a subject or a topic through which they wish to develop their practice. The focus will always be on improving practice, but a number of different theoretical models of curriculum will be considered alongside existing practice. Students will engage in practitioner research.
EPDM15	Leading organisational effectiveness in education and training.
EPDM16	Assessment theory into pedagogical practice. This module allows students to engage with theory and current issues in assessment practice within educational environments. Issues of validity and reliability will be explored in relation to current practice including assessment for learning and assessment of learning. Students will analyse their own practice and, through work on the module, enhance their own assessment practice so benefitting their practice in educational establishments