The Secondary Teacher Education Programme (STEP) is for practicing and prospective teachers wishing to embark on a career in teaching within the wider Aga Khan Network of Institutions, with a particular focus on teaching The Institute of Ismaili Studies’ Secondary Curriculum at the Ismaili Religious Education Centres (RECs) to students aged 11-16. STEP takes exceptional graduates and works with them to develop their skills and shape them into teachers and mentors who can inspire and teach. The master’s level teacher preparation aspect of STEP is being undertaken through a pioneering collaboration between the UCL Institute of Education (UCL IOE) and The Institute of Ismaili Studies.
The programme extends over two academic years and culminates in two postgraduate awards: a Master of Teaching (MTeach) and Master of Arts, Education (Muslim Societies and Civilisations). Following completion of the academic programme in London, participants proceed to work in the field as Secondary Teachers employed by their national Ismaili Tariqah and Religious Education Board (ITREB).
The Masters in Education (MA Education) is designed to provide a deep insight into Ismaili heritage within the broader dimensions of Muslim Societies and Civilisations. It prepares students to understand and respond analytically to relevant scholarship and research in order to facilitate an understanding of the philosophical and pedagogical framework of the various Secondary Curriculum modules published by The Institute of Ismaili Studies. Read More
The Master of Teaching (MTeach), led by the UCL Institute of Education (UCL-IOE), allows students to utilise their teaching experiences as the basis for informed critical reflection on their personal and professional learning. Modules such as 'Leading Learning' also allow participants to gain the knowledge, understanding and tools for successful subject leadership and change management. Teachers’ experiences in the classroom environment is the basis of all assessed coursework and therefore the MTeach provides guidance for students in practice-based research design and implementation strategies. Read More
Teaching practice is central to the Programme and provides the students with an opportunity to develop their teaching and reflective skills within the classroom. All students are provided with invaluable support from lesson planning tutors and experienced mentors. A STEP student must complete the Teaching Practice components successfully in order to be recognised as a STEP teacher.
The teaching practice consists of several components:
· Practical, field-based school/teaching experiences (in mainstream schools in or near
· London and at a Religious Education Centre (REC) in the United Kingdom or Europe*
· Lesson planning tutoring and mentoring
· Teaching and Learning sessions
· Field Research and Teaching Practice (FRTP) in participants own home contexts
· Teaching in the Ismaili Religious Education Centres
· Teacher Development Packs (TDP)
*European placements are only available to those who do not need a visa to travel to Europe.
Each student is allocated a mainstream school in London or the surrounding regions, where they have the opportunity to observe and deliver lessons in a number of cognate subjects. Students are also provided with a school based mentor, who provides guidance in developing their teaching practices. Throughout their placement, students compile a portfolio, which demonstrates their progress as teachers and reflective practitioners. The final portfolio will include clear evidence of teaching practice, integrated with critical reflections and engagement with theory. The teaching practice enables students to apply the extensive knowledge acquired in the modules to practical situations, which are relevant today.
Students will also develop and maintain a portfolio of their teaching and learning experiences during their teaching practice at an Ismaili Religious Education Centre in the UK or Europe and in their home context. The portfolio will allow participants to consolidate their MA and MTeach experiences and its integration with classroom practices, whilst also providing the basis for writing their summative assignments and sustaining their professional development. The portfolio will provide students with the opportunity to maintain a log of their reflections during the observation phase, lesson planning and during their teaching experiences. In addition, students are also encouraged to provide reflections on any curriculum issues, challenges and recommendations.
The aim of the field trip is to provide a holistic understanding of some of the historical content that students will eventually bring to life in the classroom. STEP students undertake one field trip to Andalusia, Spain, in the first year of the programme. The trip is focused on visits to Muslim architecture in Andalusia, but also provides the opportunity to visit art and architecture from other eras, which allows the students to witness the contemporary use of the architectural sites and to learn about the structures in relation to both secular and religious functions, as well as gain an appreciation of their aesthetics. The trips help the students to teach the IIS’ Secondary Curriculum, in which they learn about historical and contemporary Muslim civilisations including such urban centres such as Granada and Cordoba (Spain).
Academic Advisors at the IIS
As part of our ongoing efforts to provide high quality support for our students, all students are allocated an Academic Advisor. The role of the academic advisor is to:
• Monitor students’ academic progress throughout the two years
• Guide students in academic matters and where appropriate direct them to relevant individuals who can support them in their academic progress
• Act as a sounding board for students’ academic interests and guide them in their journey to become professional STEP teachers
• Generally mentor students and nurture their intellectual development
• Approve any requests to enrol for or audit optional courses/lecture series/any other course within the IIS or at UCL/IOE that is not a core requirement of STEP
Students should meet their Academic Advisors at least once a term but these could be extended to two or three depending on individual circumstances. Students should note that it is their responsibility to initiate contact with their advisors and request meetings.
Academic Writing Support
Students are offered Academic Writing support from the Academic Writing Centre at the UCL-IOE as well as support from the IIS, to develop language proficiency and reading skills.
Presessional support is also available for those students requiring additional help for a period of up to three months prior to the commencement of STEP.
IIS Library Resources
The IIS-ISMC Joint Library’s collection comprises nearly 42,000 items covers Islamic Studies and Muslim civilisations. Its general collection of printed materials consists of reference works, books, periodicals, and theses on various aspects of Islamic history, theology, philosophy, law and literature, with a focus on Shi‘i works and esoteric traditions. Besides this core collection in Islamic Studies, the Library has a specialised holding of Ismaili printed materials comprising nearly over 1,300 volumes of texts and monographs.
A special collection of rare books is also being developed. In addition to the printed materials, the Library also subscribes to a number of electronic resources that provides full text journal articles for library users.
While printed texts have existed for over five hundred years, an ever-increasing amount of materials, in more recent times, is being produced in a wide range of audiovisual formats. This is also true in the field of Islamic and Ismaili studies. As such, the Library has begun collecting photographs and images, as well as film, video and sound recordings. The collections of audiovisual materials in the Library seek to illustrate the cultures and traditions of Muslim communities around the world.
IOE Library Resources
The Newsam Library houses the largest collection of materials on education in the United Kingdom. The Reference collection provides reference works, indexes to journal articles, legal guidance, statistics of education in the UK and recent official government publications. The library subscribes to a wide range of journals on education published both in the UK and many other countries. An increasing number are available in electronic format. The "Other Subjects collection" contains material on education-related topics such as philosophy, psychology, sociology and linguistics. The Archives house historical papers from organisations and individuals involved in education. Most Special Collections are discrete historical collections bequeathed to the Library. The Library also holds theses and dissertations by UCL-IOE students.
Students are encouraged to attend and participate in conferences. The Department contributes a modest amount towards the costs. Preference is given to those students who are presenting a paper.
IT Facilities and Support
The IIS and UCL-IOE provide Mac and PC-based general computing facilities, including standard software and email applications and internet access. In addition, the IIS offers an IT loan scheme, which enables students to purchase a laptop computer.
The Student Services Unit
The Student Services Unit is part of the Department of Graduate Studies. The unit is responsible for overseeing all IIS student services and administrative matters relating to student welfare including accommodation, immigration and academic records for our students. The Unit works closely with the Head of Department, Programme Leader and other administrative and support units within the IIS. Student Services staff can offer advice, guidance and professional support in many areas, and actively works to promote equality of opportunity. All services offered are designed to meet the needs of students from all programme areas regardless of age, background, study methods or other differences.
Institute of Education (IOE) Student Services
STEP students are registered as students of the Institute of Education, University of London and therefore have access to all of the student resources of the Institute of Education and the University of London, which include:
· Counselling service
· Disabilities support
· International student support
· Student Welfare
· Students' Union
Disability and Wellbeing Support
The Equality Act 2010 states that: “You’re disabled under the Equality Act 2010 if you have a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on your ability to do normal daily activities”. Details on the UK definition of disability can be found at: https://www.gov.uk/definition-of-disability-under-equality-act-2010
The IIS and UCL/IOE are committed to admitting and supporting students with disabilities. If students think they might require support, they should contact the Disability & Wellbeing Support team who provide information, advice and practical support for a wide range of conditions, such as:
• Mobility impairments
• Sensory impairments
• Long-term medical conditions (eg. diabetes, epilepsy)
• Specific learning differences (eg. dyslexia, dyspraxia)
• Mental health (eg. depression, bi-polar disorder)
You can discuss your situation with us in confidence, and with your consent, we can tailor a support package to meet your individual circumstances. We can assist with funding applications to meet the costs of any additional support required (eg. for specialist software; ergonomic equipment; or support workers like note-takers, specialist study skills tutors and BSL interpreters). All UCL/IOE students can access a counselling service through the Gower Street medical practice. Further information is available at www.ioe.ac.uk/disability
Disability & Wellbeing Support Administrator
020 7612 6641
The IIS has a robust system of student engagement. The Institute involves students in decision-making processes, and in the assurance, development and enhancement of their educational experience, broadly defined. It also solicits feedback on academic and non-academic aspects of the STEP programme. Verbal and written feedback is gathered individually and from groups of students, and directly and through student representatives. Individual feedback is gathered through end-of-term Module evaluations, at the end of the two year programme, and pot-programme, six months after completion. Individual feedback is also gathered on the field trip and Field Research and Teaching Practice. Group feedback is gathered during the face-to-face mid-term and end of term review meetings, from the BAI (Bayt Al-‘Ilm, Ismaili Religious Study Centre) Placement Debrief, and at yearly meetings with the Governors.
Students are represented on a most of the IIS’s decision-making committees to do with STEP. These include: the Joint Programme Management Committee for STEP, which meets termly and includes representatives from both the IIS and STEP’s degree awarding body, UCL IoE; the Staff-Student Liaison Committee, which discusses non-academic issues affecting students and staff, and; the IIS-ITREB UK Joint Committee. This latter body involves the Ismaili Tariqa Religious Education Board for the UK (part of a transnational network of ITREBs), who are responsible for providing STEP students with teaching placements at BAIs in the UK and Europe. These placements are a necessary component of the STEP programme enabling students to gain teaching experience and to complete their MA and MTeach. Each cohort of STEP elects two student representatives according to due process, and student representatives sit for one year only, and cannot be re-elected for a second year, maximising student representation.
Students reside in the newly built accommodation in King’s Cross. Located minutes away from the King’s Cross Rail and Tube station, in the heart of London, the building has 198 bedrooms all designed to enhance students’ experience of living and studying. Designed by award winning Stanton Williams Architects, the building offers a number of amenities such a reception, reading rooms, communal kitchens, a gym, a roof terrace and a courtyard. The cost of living at the residence is covered by students’ accommodation allowance that is part of their scholarship. The rooms are based in "Cluster Flats" with individual rooms, each with its own en-suite shower room. Each cluster has six to eight rooms, with a shared kitchen and living area. All students are required to live in this residence.
Overview of the UK Higher Education system
Higher Education in the UK involves the final and highest phase of education. Higher education providers are most frequently known as ‘universities’, but may also include private education providers and colleges, as well as other types of publicly-funded and privately-funded institutes.
Courses and degrees are usually aligned to two levels:
Undergraduate (Bachelor Awards, B.A. – pitched at level 6 of the National Qualifications Framework for England, Wales and Northern Ireland), and; Postgraduate (e.g. Master of Art, M.A.; Master of Science, M.Sc.; Master of Education, M.Ed.; Master of Philosophy, M.Phil. – all pitched at level 7). The highest available award is the Doctor of Philosophy (Ph.D.), which is a research-based degree pitched at level 8.
Most students start Higher Education at the age of 18, studying for an undergraduate degree. The average B.A. usually takes three years to complete, although some incorporate or have an option for a fourth year. Tuition fees are capped at £9,000 per year for British and EU students, whereas fees for international students are likely to be significantly higher, sometimes reaching £30,000 per year or more. Undergraduate courses are focused on the acquisition of knowledge, the development of critical thinking skills, and – particularly for technically-oriented programmes – work-related skills. On graduation from their first degree, many students continue their studies enrolling in a Postgraduate programme. The average Postgraduate programme usually lasts one year, although longer courses are also on offer. Such programmes emphasise research and critical thinking, while the student is now considered an advanced learner, capable of pursuing their study and research interests independently and creatively. Postgraduate tuition fees for British and EU students are usually in the region of £6,000 per year, but they may also be significantly higher. Fees for international students can vary from £10,000 – £20,000.
According to the Higher Education Statistics Agency (HESA), it is estimated that in 2013/14 more than 1.7 million students were enrolled in Undergraduate courses, while more than half a million were studying for Postgraduate qualifications.
For further information on international student recruitment in the U.K., please refer to the following sources:
· British Council: www.britishcouncil.org
· UK Council for International Student Affairs (UKCISA): www.ukcisa.org.uk
· UK Visas and Immigration (UKVI): www.gov.uk
Please note that according to UKVI regulations there is currently a five year study cap on UK student visas. For further information, please refer to the UKVI website.
The Institute of Ismaili Studies is a UKVI licenced Tier 4 sponsor.
Strategies and Active Learning
A) IIS Learning, Teaching and Assessment Strategy
In our learning and teaching strategy we strive to inspire and celebrate the attainment of excellence in our learning and teaching practice, and the extent to which these experiences equip our students to fulfill their aspirations as both learners and citizens. We respect individual learning preferences and styles, and seek to offer greater choice and flexibility within our programmes. We seek to reach beyond minimal requirements of disability legislation, and aspire to develop learning, teaching and assessment practices that are truly inclusive, designed to enhance learner choice and achievement. We employ a varied range of formative and summative assessment activities in order to develop critical analytic skills. We recognise the opportunities, as well as the challenges, that the use of emerging technology affords. We make use of the virtual learning environment as a means of supporting and providing information to students. The importance of understanding the ways in which today’s learners differ is becoming more crucial and our learning and teaching practices must evolve to address today’s new learners and establish the research required to understand the new pedagogies.
Our strategy, has four key aims, these are outlined below:
- Provide a quality learning environment
- Promote excellence and share best practices in teaching
- Create and celebrate a culture of success for students and staff
- Ensure students have the skills necessary for success in learning, personal development, and the enhancement of employability
B) Active Learning
In accordance with the IIS’ philosophy of education, students are expected to be active learners who take responsibility for their own and others’ learning, and professional teachers in training.
As mature postgraduates, STEP students are expected to:
- Make a regular time commitment to their studies;
- Attend all sessions and scheduled activities;
- Meet coursework deadlines;
- Carry out the recommended reading for each online discussion, and any preparation work required for face-to-face sessions;
- Attend face-to-face sessions, on time and in their entirety;
- Be proactive in managing their time and programme workload;
- Participate actively and punctually in online discussions;
- Familiarise themselves with relevant programme, module, and other related documentation;
- Be aware of programme-related communications and, where necessary, respond appropriately and expeditiously;
- Arrange tutorials with tutor(s) as required;
- Critically reflect upon their own and others' practice, assumptions and theories.
- Learn from the feedback which they receive on their formative and summative assignments for future coursework.
The Masters in Education (MA Education) is designed to provide a deep insight into Ismaili heritage within the broader dimensions of Muslim Societies and Civilisations. It prepares students to understand and respond analytically to relevant scholarship and research in order to facilitate an understanding of the philosophical and pedagogical framework of the various Secondary Curriculum modules published by The Institute of Ismaili Studies.
This page outlines the STEP programme structure and description of the various MA components.
Components of the MA (Education) programme
Pre-programme academic English course
STEP students who are judged to need additional academic language support prior to the beginning of the programme will take part in short courses at colleges of the University of London designed to improve their skills. Some of the courses are for the IIS students only and others are mixed with other students.
Muslim History in Secondary Education (MHSE) - (30 credits) - Module leader: Dr Sharmina Mawani
This module examines Muslim history from the dawn of Islam to the fall of the Ottoman Empire through the exploration of crucial episodes, conceptual underpinnings and narratives of the Islamic past. It includes a chronological outline of the main dynasties that ruled the Muslim lands through the institution of the Caliphate, such as the Umayyads, Abbasids, Fatimids, Seljuqs, Mughuls and Ottomans. This module will introduce Students to Muslim civilisations through a broad, interdisciplinary range of topics, including the myriad political, social, religious, cultural and intellectual transformations. Students will have the opportunity to develop critical thinking skills, as well as explore how the content covered in the module connects with the Muslim Societies and Civilisations curriculum to make history meaningful to Ismaili Muslim adolescents.
Revelation, Hermeneutics, Pluralism and Practice (RHPP) - (30 credits) - Module leader: Dr Marodsilton Muborakshoeva
The core module Revelation, Hermeneutics, Pluralism and Practice engages participants with core aspects of religious traditions: revelation, its hermeneutics, the inherent pluralism that results, and its expression in community practice.
The module aims to introduce participants to some of the fundamental features of religion through humanistic and normative perspectives on ritual, belief and doctrine. It also seeks to examine the question ‘What constitutes the Muslim understanding of Islam?’ through engagement with selected facets of Qur'anic studies and expressions of faith and practice in Muslim communities. Finally, it aims to provide students with an understanding of pluralism in the different conceptual underpinnings and hermeneutical practices of Muslim communities. This will prepare them as STEP teachers to inculcate into their students an awareness of the strength that the diversity and plurality of historical interpretations has provided for the development of Islam in different cultural, geographical and temporal contexts.
Literature of Muslim Societies (LMS) - (30 credits) -Module leader: Dr Marodsilton Muborakshoeva
The core module of Literature of Muslim Societies aims to provide students with an understanding of the subject matter expertise of shared genres, themes and topoi of the literary expressions of Muslim societies and civilisations. Since the regional or language-based literary histories of the Muslim societies and civilisations that are to be studied in this module have their own dynamic and historical trajectories, this module will approach the examination of its subject matter thematically rather than chronologically. It will allow students to appreciate the inventiveness of authors of literary texts. The module aims to enable students to relate these texts to specific contexts within Muslim societies and civilisations, and examine how they have been, and continue to be, appropriated and (re)interpreted in new contexts. It also aims to enable students to engage critically with academic literature and research evidence related to the topics and themes of this module.
Modernity and Muslim Societies (MMS) - (30 credits optional module) Module leader: Dr Sharmina Mawani
Through discussions of various episodes, personalities, and movements from the late-eighteenth century to the present, this module will survey a period of rapid political, economic, social and intellectual change in Muslim societies that continues to this day. With the use of case studies of Muslim societies in various global contexts, including, South Asia, East Africa, Iran, Central Asia, Turkey, and Europe, the module aims to provide students with contemporary subject matter content that will be relevant to their classroom teaching. Students will be provided with key aspects of modernisation movements, focusing on the issues faced by Muslim communities and the diverse responses they have formulated, which are expressed through various mediums, such as narrative fiction, television, print media, music and the internet.
Cultural Encounters, Material Culture and Narratives (CEMCN) - (30 credits optional module) -Module leader: Dr Saeed Zeydabadi-Nejad
Like all major world religions, Islam is neither monolithic nor monocultural, but rather is dynamic, shaping and being shaped by the local contexts in which it is found. This module undertakes the study of Muslim civilisations from the vantage point of the local contexts of past and present Muslim societies, seeking to understand Islam as embedded in the threads of historical and cultural encounters. The module will briefly examine some theoretical perspectives before using case studies to examine transformations resulting from the encounters. Students will be able to view the plurality within Islam in a new light, learn about development of diversity within Muslim cultures and understand the historical roots of the contemporary phenomenon of globalization.
Traditions of Enquiry (TOE) - (30 credits) -Module leader: Dr Saeed Zeydabadi-Nejad
All major world civilisations have engaged in the pursuit of knowledge whether for practical purposes, improving the world, or for attaining personal self-fulfilment. Such a pursuit underlies the fundamental mission of education and the establishment of its institutions. This module will examine the knowledge enterprise in Muslim societies and civilisations by investigating the historical factors that facilitated the appropriation of knowledge from other civilisations. Furthermore, it will analyse the intellectual influence of Muslim societies and civilisations in world history and examine key questions in historical Muslim civilisations on various topics, including epistemology, theology, ethics, science and mysticism.
MA Report Field Research and Teaching Practice (FRTP) - (30 credits) - Module leader: Dr Razia Fakirmohd
The Field Research and Teaching Practice takes place during the spring term in the second academic year of STEP. This teaching practice provides participants with opportunities to collect data for their two research projects, (MA and MTeach) as well as to gain further experience of teaching the IIS Secondary Curriculum in their home contexts. Formative assessment methodologies are used to facilitate and chart progress during all phases of teaching practice. Participants will be allocated lesson planning tutors and mentors by their respective ITREBs to assist them with this teaching placement.
The MA Research Report is a mandatory component of STEP. As part of the programme, students are required to undertake a research study within the FRTP (Year2 Term 2). The engagement of students in the design, application and evaluation of the research study is aimed at equipping them with core proficiencies that can be used as the basis for further professional development. They mainly adopt an empirical field research approach within a qualitative research paradigm. Undertaking an empirical study provides students with a valuable opportunity to develop research skills, underpinned by a discovery approach to learning, and through the generation and analysis of primary data in the field. The research study for the MA is largely based on investigating aspects of the IIS Secondary Curriculum including its implementation and effectiveness in different contexts across the globe.
The teaching practice component of the course is designed to help STEP participants develop their ability to integrate the content knowledge they have gained from the MA with the pedagogical knowledge gained from the MTeach. The knowledge, understanding and skills that participants gain from this practical element of the course will enable them to effectively implement the IIS Secondary Curriculum. STEP participants are both students at the ISS and the IoE, and STEP trainee teachers on their various placements. A STEP trainee teacher must complete the Teaching Practice components successfully in order to be recognised as a STEP teacher.
Mainstream School Teaching Placements
In the first year of the STEP programme and the first term of the second year, participants undertake a placement in a mainstream school in or near London. The aims of these placements are:
· To provide participants with experience of mainstream schools and classrooms;
· To give participants more understanding of the ways in which Religious Education and
· related subjects are taught in mainstream schools;
· To enable participants to learn from experienced teachers and their approaches to teaching and learning, by observing them while they are teaching Religious Education and related subjects;
· To give participants a chance to develop their pedagogical skills, as they take an active role in planning and delivering small group activities and, when they are ready, whole lessons.
Bait-al-‘Ilm (BAI) Teaching Placements
All STEP trainee teachers take part in teaching placements within the UK Jurisdiction and some European Bait-al-‘Ilms (BAIs) which currently includes England, Sweden, Germany and Portugal. (Due to visa restrictions, the European placements are open to students holding a European Union, American or Canadian Passport). This teaching practice is designed to enable STEP students to integrate the subject matter knowledge (gained from the MA) and pedagogical knowledge (gained from the MTeach) whilst implementing the IIS Secondary Curriculum.
The Master of Teaching (MTeach), led by the UCL Institute of Education (UCL-IOE), allows students to utilise their teaching experiences as the basis for informed critical reflection on their personal and professional learning. Modules such as 'Leading Learning' also allow participants to gain the knowledge, understanding and tools for successful subject leadership and change management. Teachers’ experiences in the classroom environment is the basis of all assessed coursework and therefore the MTeach provides guidance for students in practice-based research design and implementation strategies.
This page outlines the STEP programme structure and description of the various MTeach components.
The goal of the MTeach is to enable teachers to improve their professional practice, by helping them to become reflective practitioners who can evaluate their own teaching in relation to theoretical frameworks and alternative perspectives.
The MTeach is a mixed-mode course which includes online tasks as well as face-to-face teaching sessions. Throughout the MTeach, students are expected to participate in discussions with other participants, sharing their experiences in order to evaluate and improve their practice.
Year 1 Core Modules
Year 2 Core Modules
Year 1 / Year 2 Optional Module
Those participants, who choose to write a 10,000 word report, rather than a 20,000 word dissertation, are required to enrol in an optional module from the wide range available at the Institute of Education, in order to obtain sufficient credits to complete the MTeach.
The Secondary Teacher Education Programme is subject to changes, arising out of a curriculum review process. A number of changes are currently underway to make the programme better fit the contexts of Ismaili religious education teachers, the needs of the Ismaili Tariqah and Religious Education Boards and students’ learning needs. It is important for applicants to note that the descriptions of the modules that follow are indicative and subject to change.
Year 1 Core Modules
Professional Development Portfolio - The Professional Development Portfolio (PDP1) is a non-taught module which provides accreditation for professional learning that has taken place before the start of the programme. Participants collate evidence of their professional learning and reflections on that learning, which is assessed
Understanding Teaching - The Understanding Teaching module aims to enhance teachers’ understanding of pedagogical practice. It does this by using the themes of classroom interactions, learning, progression and achievement, evaluating teaching, and developing pedagogy. The module emphasises group discussion, which provides students with the opportunity to share their experiences and understanding of relevant pedagogical literature.
Leading Learning - The Leading Learning module aims to develop students’ understanding of their own learning, the learning of others, and the teacher’s role in maximising both. It focuses on narrative approaches to educational research, including the use of vignettes to inform the process of practitioner enquiry. Readings and related discussions focus on teachers and students as partners in learning, and explore the concept of leadership in teaching and learning, with students reviewing their own understandings of leadership in contemporary educational settings. .
Year 2 Core Modules
Research and Professional Practice - The Research and Professional Practice module encourages students to consider the relationship between research and their own professional practice. The focus of the module is an examination of what it means to be ‘research literate’ and the aim is to equip students with the skills needed to carry out their own practice-based enquiry. Students are asked to engage critically with published research, to reflect on their developing understandings of the value of research in education and to prepare a research proposal for a practice-based enquiry.
MTeach Report/Dissertation - As part of the MTeach, all participants complete a Practice-Based Enquiry (PBE). This involves a small-scale practitioner enquiry that investigates the teacher-researcher’s own classroom practice, with the aim of developing or improving their practice. Participants may choose either to write a report (10,000 words) or a dissertation (20,000 words) which allows students to conduct an enquiry in greater depth. .