Place yourself at the cutting edge of education theory and practice, while developing as a forward-thinking education professional on a programme delivered full-time, part-time and online.
The MA Education has been designed to help realise the life and career ambitions of a diverse body of professionals who are working in education and related settings. This programme promotes an unrelenting adherence to socially just and inclusive educational practice, and provides you with opportunities to develop the knowledge and skills to positively influence the lives of learners across all age phases and all types of learning needs. You will also develop skills of intellectual synthesis and analysis, critical writing, and confident dissemination to enable you to lead and transform institutions, policy, academic literature, and public debate about education. If you are seeking to develop your practice and gain expertise in the field of education, then this is the programme for you. Furthermore, the knowledge, understanding and skills nurtured on this MA will prepare individuals for further study at PhD and EdD level.
You will benefit from exceptional personalised support, tailored to your individual professional interests, and needs, and a flexible delivery model, consisting of twilight on campus sessions enhanced by activities on our VLE. The blend of students from different professional backgrounds will enable discussion, debate, and the sharing of experiences in a supportive and welcoming environment, facilitated by staff who are experts in education theory and practice. You will also develop essential transferable skills, from purposeful and effective communication to utilising a range of media, making justifiable decisions in complex and unpredictable situations, and planning appropriate targets for improvement.
What you'll study
The overall focus of the course is on equipping you with comprehensive, theoretical, research-informed knowledge and an understanding of differing educational perspectives in diverse contexts.
Key themes include the nature and application of theory in education, the evolution of education policy, social justice, and a critical appreciation of educational research.
Supporting your personal professional development and enhancing your research skills are essential elements of the course, preparing you for the completion of an independent research project on a relevant topic of your choice.
Dissertation provides an opportunity for you to synthesise, in a synoptic way, the knowledge, skills and understandings developed through the preceding modules, and in particular, the module Researching Education. On completion, you will be able to demonstrate a sound understanding of the links between theory, policy and practice in the substantive area of your choice. The opportunity to carry out and report on a sustained piece of independent research will further enhance both your knowledgebase and skill set, support you in improving your professional learning and practice, and could prepare you for the possibility of further study at doctoral level. You can choose to conduct an empirical or non-empirical study.
Module code: PRL4061
Credits: 60
Researching Education
Researching Education will develop your understanding and critical appreciation of empirical and desk-based research methodologies, and the relationships and distinctions between them. You will develop an understanding of the relationship between research questions and methods of data collection and analysis, and the ethical questions these raise.
Module code: PRL4060
Credits: 30
Theorising Education
Theorising Education will develop your understanding and critical appreciation of seminal and contemporary educational philosophy and theory and of the approaches to analysis that it demonstrates and enables. The module will develop your core knowledge and skills in their own right, but also provides important links to other MA modules and pathways, e.g., social justice, policy, research-informed practice.
Educational Policy introduces you to critical issues in education policy and practice. The content you will cover includes developments in education policy such as marketisation, academisation, the standards agenda, private sector involvement in public education, analysing education policy, and policy actor theory. You will focus particular attention to the relationship between policy and educational (in)equalities relating to social class, race, ethnicity, religion, gender, sexuality, migration, and citizenship.
Module code: PRL4040
Credits: 30
Mentoring for Teacher Education
Mentoring for Teacher Education constitutes a critical exploration of the principles of effective mentoring, models of teacher learning and principles of curriculum design in initial teacher education. You will learn about the practical issues facing mentors and ITE practitioners such as giving effective feedback, supporting trainees to evaluate the evidence base for effective teaching, managing trainee workload and wellbeing, and safeguarding children.
Module code: PRL4065
Credits: 30
Curriculum Design: theories and models
Curriculum Design: theories and models explores the range of approaches used to curriculum design and the ideologies underpinning these approaches as well as the range of other factors that influence curriculum design. You will consider the complex relationship between pupils, teachers, and policy makers in the process of designing, implementing, managing, and assessing the curriculum, and how these factors are influenced by ideologies and theories. You will explore a range of contexts including the English National Curriculum and its subjects, and the curricula of other countries from a historical and modern-day perspective.
Module code: PRL4063
Credits: 30
Interpreting the Evidence Base for Educational Practice
Interpreting the Evidence Base for Educational Practice will enable you to reflect on the basis of educational practice and in particular on the role of research evidence. You will develop the skills to critically review the evidence that informs educational policy-making and organisational practice, and interrogate dominant discourses associated with what is considered to be the ‘best’ evidence within this sphere. You will cover a range of perspectives on evidence-informed practice (EIP) including, engaging with and in research, evidence-informed policy, and where EIP sits within the wider ideological landscape regarding the role and purpose of education. You will develop your critical and analytical skills as you address fundamental questions about evidence use including what forms of knowledge, and whose knowledge counts when it comes to evidence, and which forms of knowledge are overlooked or marginalised in the process. You will be encouraged to reflect upon the implications of these dominant frameworks for social justice in education.
Module code: PRL4051
Credits: 30
Brain, Mind and Knowledge: exploring key concepts in the cognitive sciences
Brain, Mind and Knowledge: exploring key concepts in the cognitive sciences. The cognitive sciences are comprised of the several disciplines - notably psychology, philosophy, and neuroscience - that together guide our understanding of the relationships between the brain, the mind, knowledge, learning and the person. This module will explore the relation between the disciplines and interrogates the extent to which they can be applied to educational practice.
Module code: PRL4049
Credits: 30
Inclusive Education: Evaluating Practice and Analysing Policy
Inclusive Education: Evaluating Practice and Analysing Policy aims to support you in identifying, analysing and evaluating policies and their implementation in practice, in relation to inclusion and learners with SEND. This module will develop your understanding and critical appraisal of both current and seminal literature in the field of SEN-related inclusion and support you in identifying topics for reflection related to current SEND issues. While studying this module you will consider: policy, research and critical analysis related to the identification and assessment of SEND; the role of families and caregivers within inclusive education; the effectiveness of policy related to SEND; and different approaches and organisational structures within schools and other social systems which impact upon inclusivity for learners with SEND.
Module code: PRL4048
Credits: 30
Educational Leadership in Context
Educational Leadership in Context is designed to enable you to critically analyse multiple theoretical perspectives on educational leadership. The module aims to provide you with a broad theoretical knowledge-base that will enable you to develop a persuasive critical argument that extends and challenges contemporary understanding of leadership practice. The module creates an intellectual space for you to engage in a critical and evaluative discussion of contemporary leadership theories and frameworks as well as their application to educational practice. You will be supported in the enhancement of your conceptual understanding of the multi-faceted nature of leadership with a particular focus on its role in advancing social justice and enacting effective change in national and international contexts.
Module code: PRL4046
Credits: 30
The Power of Playful Pedagogies
The Power of Playful Pedagogies provides you with an advanced overview of play and playful pedagogies within the field of early years education. You will be engaging in high levels of critical thinking about the current discourses and research related to the field of play in children's early years education. You will be involved in critical discussions about historical and contemporary definitions, theories and practices of play and playful pedagogies within the interdisciplinary and intercultural contexts and constructs of childhood. You will focus on understanding play as a pedagogy in early years from diverse personal and professional perspectives and will also have an opportunity to explore contemporary research about the role of play in different pedagogies, cultures, and societies, focusing on the tensions and challenges associated with promoting playful pedagogies within specific policy agendas. You will develop high levels of criticality and systematic understanding of the concept of play in relation to early years education.
Module code: PRL4044
Credits: 30
Understanding Mental Health
Understanding Mental Health provides you with a deep understanding of mental health for learners across age phases. You will learn about different conceptualisations of mental health, the risk and protective factors which influence mental health, and theoretical models and frameworks which underpin our understanding of mental health. You will learn how perspectives of mental health have changed over time and vary between groups and societies. You will understand how different disciplines have contributed to our understanding of mental health and will develop a critical understanding of mental health policy. You will engage with current issues and evaluate the impact these have on mental health and wellbeing.
Social Justice will allow you to interrogate and explore notions of social justice and understand the significance of these deliberations for your own thinking and practice. Education has a moral purpose, as can be seen in concepts such as social justice, human flourishing, and the good society. You will explore examples and case studies used as illustrations that will include research undertaken within the University that draws together government, social and education policies with professional practice, such as: The experiences of refugee children and adults in compulsory and post-compulsory education, women's experiences of studying education and STEM subjects and in pursuing STEM careers, the influence of 'Fundamental British Values', Brexit, climate change and Coronavirus on the education of children and adults.
Module code: PRL4041
Credits: 30
Critiquing Curriculum Design
Critiquing Curriculum Design enables you to engage deeply with the concepts and research that have informed recent curriculum development. You will consider curriculum design and realisation in different contexts. The module will equip you with the knowledge and skills to evaluate different curriculum design approaches and to critically appraise the various implementation processes that accompany curriculum change within education institutions and systems.
Module code: PRL4064
Credits: 30
Exploring Professional Knowledge in Education
Exploring Professional Knowledge in Education provides you with an opportunity to extend your understanding of the relationship between research, professional knowledge and practice through the investigation of a core practice-based question of your choosing. You will be encouraged to interrogate understandings of what constitutes ‘evidence’ and its relationship to practice, within the broader context of educational policy across a range of educational contexts. You will be introduced to a range of practitioner research models and develop the skills to use these models and reflect upon the benefits and challenges associated with carrying out practitioner research within localised contexts. You will be supported in critically reviewing practice and approaches to learning and teaching and will apply knowledge and understanding of evidence to make recommendations to improve practice.
Module code: PRL4052
Credits: 30
Learning and Memory
Learning and Memory allows you to explore current psychological and neuroscientific models of memory, their classroom applications and limitations, and their relation to alternative or expanded theories and accounts of learning. It also contextualises this study within an exploration of the history of the association of learning, knowledge and memory in educational research and popular and fictional media.
Module code: PRL4050
Credits: 30
Inclusive Practice for Learners with Special Educational Needs
Inclusive Practice for Learners with Special Educational Needs will allow you to reflect upon and consider the range of Special Educational Needs and how inclusive practice may be achieved for these learners. It will enable you to develop a greater understanding of internal and external barriers to learning and how these can impact on learners with Special Educational Needs.
The module will contribute to your understanding of how inspiring practice can support those with Special Educational Needs. It is designed to enable you to critique professional practice in order to further develop understanding of the inclusion of those learners with Special Educational Needs.
Concepts, ideas, and perspectives of Special Educational Needs will be examined within a mixture of theoretical frameworks and practice-based reflection. Such an approach will allow you to address issues relating to the inclusive education of learners with Special Educational Needs.
Module code: PRL4062
Credits: 30
Leadership of Educational Change
Leadership of Educational Change explores educational leadership in relation to identifying, initiating and implementing a positive change in a range of educational settings. You will have an opportunity to engage in critical discussions associated with the theories and models of change in light of contemporary theoretical perspectives and research. The module challenges some commonly held notions of what it means to be a leader of change and you will analyse the practice(s) in your own setting, considering concepts such as ethical leadership, transformational leadership, followership, and sustainability. The module will also enable you to comprehensively understand, as well as critically analyse, the drivers of individual behaviour and performance for creating a motivated and productive team as one of the key aspects of leading a positive change. The analysis of different approaches to educational change will ensure you gain critical insights into the key aspects of change and understand their implications for effective leadership practice.
Module code: PRL4047
Credits: 30
Learning from International Perspectives in the Early Years
Learning from International Perspectives in the Early Years places you at the cutting edge of contemporary debates, competing and contesting dominant discourses within early years education from an international perspective. You will explore the complexities of policies and practices that early years teachers and professionals navigate that enables them to explore new approaches to working within a highly regulated policy context. You will study a specific component of international perspectives of early years education, such as influential approaches including Reggio Emilia, Scandinavia, and New Zealand. You will advance your knowledge and understanding of different curriculum models and develop a personal area of specialist knowledge in your chosen field of international early years education.
Module code: PRL4045
Credits: 30
Critical Approaches to Mental Health
Critical Approaches to Mental Health involves you analysing case study examples to critically evaluate evidence and challenge assumptions about provision for mental health within organisational settings. You will be encouraged to examine your own beliefs and values in relation to mental health. You will be discussing critical evaluation of discourse and espoused values relating to mental health. The impact of practitioners leading mental health initiatives and their own potential for future roles and careers will be an integral part of this module.
You will be able to consider mental health from broad perspectives with the importance of working in partnership with key stakeholders and external organisations. Through the assessment strategy you will demonstrate your conceptual understanding and ability to comment on aspects of current research in relation to case study examples and ethical considerations.
Module code: PRL4043
Credits: 30
Leading Teacher Education
Leading Teacher Education supports a lead mentor or teacher educator in designing, implementing, and evaluating an intervention to improve the effectiveness of mentoring in initial teacher education. What you will learn will be underpinned by a critical evaluation of current theories of mentor development and evaluation. The majority of the module constitutes an independent, practice-based study supported by a supervisor.
Module code: PRL4066
Credits: 30
Optional modules provide an element of choice within the course curriculum. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by timetabling requirements. Some restrictions on optional module choice or combinations of optional modules may apply.
How you'll study
The MA Education pathway is available in a variety of modes of study for example part-time and full-time face-to-face, and online. Online study will only be available in the part-time mode.
Taught sessions are built around dialogue, discussion and collaborative learning, with tutor support and expertise immediately at hand. Teaching is interactive, experiential and innovative, using a variety of technologies to enhance your learning, from presentation tools and virtual classrooms to mixed media, social media and mobile technologies. The programme will be tailored to enable you to focus your learning on your individual interests and professional requirements.
Each 30-credit module may typically involve a weekly session of 3 hours (during the day for full-time and twilight for part-time) and a significant amount of private study, as well as reading and independent research.
You can expect to receive your timetable at enrolment. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day or evening of the week.
How you'll be assessed
You will be assessed through a combination of 5,000-word written assignments, project work, portfolios and presentations, as well as a 10,000 word research report and summary. Opportunities to receive formative feedback are embedded into each module.
Who will be teaching you
The programme is delivered by a team of research-active academic staff who have extensive expertise in education and its related disciplines.
The work of the programme team has national and international impact, contributing to and informing education curricula and learning techniques, both in the UK and overseas.
Their research interests include educational policy and practice, educational leadership, educational philosophy as well as research methods and methodologies.
Entry criteria
Entry requirements
An undergraduate degree (normally a 2.2 or above) in a field related to education or an equivalent qualification acceptable to Edge Hill University. Applicants, who come from a different academic background, which is equivalent to degree level, or have 2 or more years of relevant work experience, are welcome to apply. Or A Master’s degree or equivalent in a relevant field.
English language requirements
You are expected to have English language proficiency minimally equivalent to overall 6.5 with no element below 6.0.
How to apply
There is an online application process for this course.
Complete the University application form for your preferred intake date and mode of study:
If you wish to apply for credit for Recognition of Prior Learning (RPL) or Recognition of Prior Experiential Learning (RPEL), please download and complete the Application for RPL/RPEL for MA Education and Pathways form. This should be attached in the ‘Document Upload’ section of the University application.
Should you accept an offer of a place to study with us and formally enrol as a student, you will be subject to the provisions of the regulations, rules, codes, conditions and policies which apply to our students. These are available at www.edgehill.ac.uk/studentterms.
Did you know?
If you join a full time undergraduate degree at Edge Hill University, we will guarantee you the
offer of a room in our halls of residence for the first year of your course.
Housed in a state-of-the-art £9m building, the Faculty of Education enjoys a stunning setting from both its lakeside and piazza buildings.
Facilities in the lakeside building include a 300-seat lecture theatre, five well-equipped ICT suites, and 18 teaching rooms complete with the latest technology. The lakeside building is also home to a popular vegan and vegetarian café where students can meet to socialise and discuss their studies.
The nearby piazza building offers modern facilities including a lecture theatre and a number of seminar rooms.
EU/EEA and Swiss students who have settled or pre-settled status under the EU Settlement Scheme, as well as Irish nationals, may be eligible for the UK tuition fee rate.
Financial support
Please view the relevant Money Matters guide for comprehensive information about the financial support available to eligible UK students joining postgraduate courses at Edge Hill University.
EU/EEA and Swiss students who have settled or pre-settled status under the EU Settlement Scheme may be eligible to apply for financial support. Irish nationals can ordinarily apply to Student Universal Support Ireland (SUSI). Please see our EU student finance page for further details.
Your future career
Preparing you for a wide variety of roles across the education workforce in the UK and internationally, this MA can enhance your professional career opportunities and employability.
On successful completion of the programme, you will be equipped with the knowledge and skills required to make a significant and positive contribution to a range of education settings and education-related contexts.
You will graduate well placed to apply for more senior positions both within your current workplace and with other providers. The skills and experience acquired through this MA will also provide you with essential preparation for progressing onto research qualifications, such as a PhD or Professional Doctorate.
Course changes
Every effort has been made to ensure the accuracy of this information, however our courses are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of professional bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
Track changes to this course
Change of course length - 3 March 2023
1 year full-time, 2 years part-time and 2 years online part-time are all options opposed to the previous 3 years part-time course length, with effect from 2023 entry.
Change to modules - 3 March 2023
Added
Compulsory modules:
PRL4061 Dissertation (60 CREDITS), PRL4060 Researching Education (20 CREDITS), PRL4059 Theorising Education (30 CREDITS)
Optional modules
One of:
PRL4040 Educational Policy (30 CREDITS), PRL4065 Mentoring for Teacher Education (30 CREDITS), PRL4063 Curriculum Design: theories and models (30 CREDITS), PRL4051 Interpreting the Evidence Base for Educational Practice (30 CREDITS), PRL4049 Brain, Mind and Knowledge: exploring key concepts in the cognitive sciences (30 CREDITS), PRL4048 Inclusive Education: Evaluating Practice and Analysing Policy (30 CREDITS), PRL4046 Educational Leadership in Context (30 CREDITS), PRL4044 The Power of Playful Pedagogies (30 CREDITS), PRL4042 Understanding Mental Health (30 CREDITS)
One of:
PRL4041 Social Justice (30 CREDITS), PRL4064 Critiquing Curriculum Design (30 CREDITS), PRL4052 Exploring Professional Knowledge in Education (30 CREDITS), PRL4050 Learning and Memory (30 CREDITS), PRL4062 Inclusive Practice for Learners with Special Educational Needs (30 CREDITS), PRL4047 Leadership of Educational Change (30 CREDITS), PRL4045 Learning from International Perspectives in the Early Years (30 CREDITS), PRL4043 Critical Approaches to Mental Health (30 CREDITS), PRL4066 Leading Teacher Education (30 CREDITS)
Change to modules - 3 March 2023
Removed
Compulsory modules:
PRL4021 Developing Practice: The Dissertation (60 CREDITS), PRL4020 Research Planning in Education (30 CREDITS), PRL4015 The Reflexive Practitioner (30 CREDITS)
Optional modules:
PRL4030 Educational Leadership in Context (30 CREDITS), PRL4016 Policy and Practice in Context (30 CREDITS), PRL4032 Professional Practice for Social Justice (30 CREDITS)
Change of Location - 4 November 2021
Face-to-face sessions will typically be delivered at Edge Hill University, rather than St James\’ in Manchester, with effect from 2022 entry.
Clarification of Entry Requirements - 22 June 2021
Recognition of Prior Learning updated to clarify that opportunities may be available on a case-by-case basis.
Housed in a state-of-the-art £9m building, the Faculty of Education enjoys a stunning setting from both its lakeside and piazza buildings.
