MEd Education Studies (part-time)

This course explores health, wellbeing and sustainability in the context of Scottish education. The course is suitable for teachers qualified to teach at all levels in Scottish schools and offering both these strands as a cohesive approach will provide greater flexibility for career development. Teachers with a role or responsibility for health and wellbeing, pupil support or PSE can develop their expertise as practitioners; or staff from key agencies who have a role or responsibility for health improvement.

Health and Wellbeing: Policy Practice and Pedagogy

20 credits

The module aims to develop a greater understanding of the practice and principles of health improvement and develop a critical approach to health promotion theory, principles and current issues.

September- December: Tuesday evenings, assessment is in January.

Learning For Sustainability

20 credits

The module aims to provide opportunities for students to develop education for sustainability programmes for use within their chosen contexts and runs over three Saturdays; assessment will be completed by April.

Developing Effective Practice in Youth Health Promotion

20 credits

The class will focus on the key priorities of addictions, mental health and sexual health. April- June; Tuesday evenings; assessment is in June.

Contact Monica Porciani for more details.

The Postgraduate Certificate Inclusive Education is gained through study in the following modules at Masters level:

• Understanding Inclusive Education
• Providing Effective Educational Support
• Inclusive Pedagogy

Completion of this certificate leads to the GTCS professional recognition certificate: Additional Support Needs 3-18.

This course is suitable for practitioners working in education settings. It is particularly relevant for those working in support and leadership roles in schools who want to gain a better understanding of the legislation and policy frameworks for ASN. This course aims to give students an understanding of the historical background to anti-discriminatory practices, learn about how pupil can be effectively supported through child centred and interagency working, and consider how to adapt and reflect on teaching methodologies and pedagogies that suit all learners.

The wide ranging and continually changing nature of additional support will be examined so that students can reflect more critically on their own practice. Informed reflection is, we believe, an essential component of enhanced practice to ensure we adopt socially just practices.

Understanding Inclusive Education

20 credits

This module focuses on the changing field of inclusive education/educational support. There will be an exploration of the concepts of inclusion and of additional support needs in their entirety and in the ways in which these are exemplified in policy and practice. The intention is to help teachers to see the policies and practices of the field in relation to the ideas that lie behind them and be better placed to understand the research and theoretical background. Students will critique these in the context of their own practitioner environments.

Providing Effective Educational Support

20 credits

This module will focus on the question of how education practitioners can best respond to societal injustices that impact on children through children centred approaches with families, and alongside other child and health services. The focus will be on learning about anti-discriminatory, strength-based, rights-focussed support that is holistic, collaborative, inclusive, and socially just. Students will gain an understanding of policies such as GIRFEC and staged intervention models, and consider their implications for practice. Teaching on this module is both face to face and online.

Inclusive Pedagogy

20 credits

In this module participants will be encouraged to take a critical view of pedagogy and consider the processes which lead to the marginalisation and exclusion of particular children. The module is about supporting all learners through pedagogical approaches that focus on extending teaching approaches that are routinely available in classrooms in ways that might include all children as opposed to identifying specific and different approaches for some children. Students will develop an understanding of the importance of recognising and responding to the learning needs of all children, relating this learning to their own establishments and practice.

Contact Jane Caitlin for more details.

This is the only course of its kind in the UK. It is for anyone who wants to facilitate practical philosophy with children and adults. No prior knowledge or experience of education or philosophy is required.

To be trained to facilitate Community of Philosophical Inquiry, you’ll study three modules. Each should be undertaken in the sequence shown below. Classes are on campus on Tuesdays from 6pm-8.30pm.

Introduction to Philosophy and Philosophical Practice

20 credits. Starts mid-September and runs for 12 weeks.

This module offers an introduction to the philosophy and logic that you’ll need to facilitate practical philosophy. You will also participate in philosophical dialogue with your peers in class.

Philosophy with Children: Theory

20 credits. Starts early January and runs for 8 weeks.

This module introduces different approaches to practical philosophy. You will also learn how to choose stimulus materials, select appropriate questions to generate philosophical dialogue, reflect on the role of the facilitator and analyse dialogue.

Philosophy with Children: Facilitation

20 credits. Starts mid-April and runs for 8 weeks.

Bringing together your learning from the previous modules, you will participate in Community of Philosophical Inquiry (CoPI) and you will facilitate CoPI with your peers.

Following the three modules you can progress in your study of PwC to the dissertation stage or you may opt for the EdD (PwC).

Contact Claire Cassidy for more details.

The course is aimed at those involved in the support of teaching professional learning at all stages of a teacher’s career including:

• student and probation mentors
• continuing professional development (CPD) coordinators
• professional review and development (PRD) reviewers
• school leaders
• local authority officers with responsibility for CPD and/or probationer and leadership development

It recognises a widening conception that the role of the teacher includes not only a central role in supporting pupil learning, but also recognises the important role that teachers can play in supporting each other’s learning. Previously, it was assumed that by virtue of knowing how to teach children teachers had also been equipped to support their colleagues’ learning. However, there is growing recognition (Donaldson, 2011; Kennedy et al., 2008) that this important role requires additional specific knowledge, understanding and skills, which form the basis of this Postgraduate Certificate.

You'll take three modules:

How Teachers Learn

20 credits

Sets the scene, encouraging participants to think about how they learn, to reflect critically on different types of learning they have experienced across their personal and professional careers. It encourages the link between classroom pedagogies and pedagogies used for working with professionals, as such focusing in on the feedback loop between practitioners and students to support a metacognitive approach – closely related to the professional learning model. The assignment asks students to read around an area of interest, focusing on 3 representative articles, and to personally reflect on how these ideas influence their understanding of the theory and practice of teacher learning.

Contemporary Contexts for Teacher Learning and Teachers' Work

20 credits

Builds on module 1 by facilitating a lens for looking at these pedagogies and experiences of teacher learning that reflects current policy and wider international education agendas. We also focus on the local influencers around community and student voice and what it means to engage in and with research when inhabiting a professional learning space. Throughout the module, students are supported to engage critically with education policy and the processes by which it is created; they are encouraged to question new education reform agendas. The students complete an assignment in two parts, firstly a poster presentation in which they critically analyse one key policy that they find particularly relevant to their own learning and/or professional learning in their setting, followed by a written reflection on the core ideas within the poster, supported by reference to academic literature and policy documents. Students are encouraged to engage with each other’s posters and provide collaborative peer feedback, which can be used to inform the critical reflection.

Supporting Professional Learning in the Workplace

20 credits

Takes the issues and skills developed in modules 1 and 2 and asks the participants to generate their own practitioner enquiry question, sensitive to their own setting, to support colleagues’ professional learning. The type of professional learning is open to the participant, but they are assessed on their rationale and through a practitioner enquiry approach supported in evaluating its success. Reflection is based on perceived successes of colleagues’ learning as well as their own learning when engaging in supporting others’ learning.

Successful completion of all three modules gives GTCS Professional Recognition.

Contact Kate Wall for more details.

Conceptions of Leadership

20 credits

Through study of this module, students will gain insight into the different ways in which leadership is understood and why this is the case.

Leadership for Learning

20 credits

This module will enable you to focus upon the relationship between leadership and learning and the role of leadership in furthering learning.

Leadership for Equity, Inclusion and Social

20 credits

This module will focus upon education for all, inclusive pedagogy, children’s rights and issues of equity and social justice as they pertain to education and the role of leadership in furthering these important ends.

You can also choose to study for a full Masters degree in Educational Leadership.

Contact Joanna Holmes for more details.

This Postgraduate Certificate in Technology Enhanced Teaching and Learning (Digital Education) harnesses the latest innovations in the field of Educational Technologies aiming at engaging students with instructional design practices using digital technologies.

Students will study three modules:

Technology Enhanced Learning: Theory & Practice

20 credits.

The class explores existing and emerging educational technologies. The aim is to engage students with digital technologies in teaching and learning, exploring contemporary academic literature and experiencing different technologies. Students are expected to: critically review technology-enhanced learning related literature, explore different learning technologies, create digital artefacts as part of their own learning and reflect on how digital technologies can be used for teaching, learning and assessment. Indicative topics are: linking learning educational theories and technologies, on-line learning, mobile and ubiquitous learning, virtual worlds, digital games, learning analytics.

Instructional Design and Technology

20 credits.

The class provides students with the main theoretical principles and educational practices underpinning instructional design with technology. The goals are to provide a foundation of knowledge and practical skills in the field of instructional design and to introduce different instructional design models with the support of digital technologies in a variety of learning contexts. Indicative subjects are: overview of instructional theories and instructional design models, learning design, taxonomies of learning outcomes, technology integration frameworks. The class involves hands-on practical sessions.

Digital Media for Learning

20 credits.

The class explores different forms of digital media for teaching and learning. Basic design and development aspects of digital resources will be discussed. The class provides a series of recommendations for identifying, using and re-using digital resources in educational activities. Indicative topics are: taxonomy of digital resources for learning (e.g. information display resources, practice resources, concept representation resources), educational technologies to support different teaching and learning strategies (e.g. drill and practice, inquiry-based learning, collaborative learning, virtual labs and simulations, educational games), technology integration frameworks, open educational resources.

Contact Stavros Nikou (stavros.nikou@strath.ac.uk) for more details.

20 credits

The module is aimed at addressing the strategic objectives for health in Scotland and the key priorities of addictions, mental health, sexual health and promoting positive lifestyles. It will explore interventions, national campaigns and initiatives as well as looking at holistic approaches to promoting positive lifestyles and examine the evidence base and efficacy of different approaches. The course will focus on the life-course approach advocated and will be suitable for all school practitioners as well as key health or voluntary service staff with a role for youth health improvement.

Delivered between April–June on Tuesday evenings, with assessment completed in June.

Contact Monica Porciani for more details

20 credits

This class provides students with the main theoretical principles and educational practices underpinning instructional design with technology. The goals are to provide a foundation of knowledge and practical skills in the field of instructional design and to introduce different instructional design models with the support of digital technologies in a variety of learning contexts. Indicative subjects are: overview of instructional theories and design models, learning design, taxonomies of learning outcomes, technology-enhanced learning frameworks, technology integration models and frameworks. The class involves hands-on practical sessions. (Blended delivery).

Contact Stavros Nikou for more details.

20 credits

The module is aimed at addressing the strategic objectives for health in Scotland and the key priorities of addictions, mental health, sexual health and promoting positive lifestyles. It will explore interventions, national campaigns and initiatives as well as looking at holistic approaches to promoting positive lifestyles and examine the evidence base and efficacy of different approaches. The course will focus on the life-course approach advocated and will be suitable for all school practitioners as well as key health or voluntary service staff with a role for youth health improvement.

Delivered between April–June on Tuesday evenings, with assessment completed in June.

Contact Monica Porciani for more details.

20 credits

The class explores different forms of digital media for teaching and learning. Basic design and development aspects of digital resources will be discussed. The class provides a series of recommendations for identifying, using and re-using digital resources in educational activities. Indicative topics are: taxonomy of digital resources for learning (e.g. information display resources, practice resources, concept representation resources), educational technologies to support different teaching and learning strategies (e.g. drill and practice, inquiry-based learning, collaborative learning, virtual labs and simulations, educational games), technology integration frameworks, repositories of digital resources for learning. (Blended delivery)

Contact Stavros Nikou for more details.

Level 11, 20 credits

In response to the policy framework and in line with the recommendations in the Donaldson Report and the McCormac Review, this class is positioned to support practitioners’ understanding on equality, diversity and health and to develop effective practice to support the wellbeing of children and young people. The overarching aim is to develop a greater understanding of the practice and principles of health improvement and develop a critical approach to health promotion theory, principles and current issues.

September – December on Tuesday evenings. Assessment completed in January.

Contact Monica Porciani for more details.

20 credits

This module offers students the opportunity to undertake a small scale piece of work to produce a maximum 4000-word report, usually in the form of a literature review. The module is entirely driven by the student, with support from a member of the School of Education teaching staff. The equivalent of 4 hours of supervision is permitted, which can take any communication form (e.g. email, phone call, face to face) and includes time spent by the supervisor in reading plans (not drafts). Usually, the report produced is taken forward as the basis for the student’s dissertation, but the module can be taken as a standalone option.

40 credits

This module offers students the opportunity to undertake a small scale piece of work to produce a maximum 6000-word report, usually in the form of an extended literature review, or literature review and proposed methodology for study. The module is entirely driven by the student, with support from a member of the School of Education teaching staff. The equivalent of 6 hours of supervision is permitted, which can take any communication form (e.g. email, phone call, face to face) and includes time spent by the supervisor in reading plans (not drafts). Usually, the report produced is taken forward as the basis for the student’s dissertation, but the module can be taken as a standalone option.

Contact Paul Adams for more details.

10 credits

This 20 credit module offers students the opportunity to undertake a small scale piece of work to produce a maximum 4000-word report, usually in the form of a literature review. The module is entirely driven by the student, with support from a member of the School of Education teaching staff. The equivalent of 4 hours of supervision is permitted, which can take any communication form (e.g. email, phone call, face to face) and includes time spent by the supervisor in reading plans (not drafts). Usually, the report produced is taken forward as the basis for the student’s dissertation, but the module can be taken as a standalone option.

Contact Paul Adams for more details.

Level 11, 20 credits

This module engages teachers with the principles of Learning for Sustainability (LfS) which is the responsibility of all and requires knowledge of Sustainable Development Education, Outdoor Learning and Global Citizenship with the aim of developing a socially just, sustainable and equitable society.

The UN Sustainable Development Goals, also known as the Global Goals (United Nations Development Programme, 2016) and are a central focus in this module.

Focussing on sustainability in the broadest sense, values, children’s rights and internationalisation feature as you develop knowledge around areas of global significance and consider how you might work with these.

This module is taught through 3 Saturday sessions, one in the field, and two online evening sessions.

Contact William Quirke (w.quirke@strath.ac.uk) for more details.

20 credits

The class explores existing and emerging educational technologies. The aim is to engage students with digital technologies in teaching and learning, exploring contemporary academic literature and experiencing different technologies. Students are expected to: critically review technology-enhanced learning related literature, explore different learning technologies, create digital artefacts as part of their own learning and reflect on how digital technologies can be used for teaching, learning and assessment. Indicative topics are: linking learning educational theories and technologies, on-line learning, mobile and ubiquitous learning, social and open learning, virtual worlds, digital games, learning analytics. (Blended delivery).

Contact Stavros Nikou for more details.

20 credits

Through study of this module, students will gain insight into the different ways in which leadership is understood and why this is the case.

Contact Joanna Holmes for more details.

20 credits

This module will enable you to focus upon the relationship between leadership and learning and the role of leadership in furthering learning.

This module is not available unless you have successfully completed Conceptions of Leadership.

Contact Joanna Holmes for more details.

20 credits

This module will focus upon education for all, inclusive pedagogy, children’s rights and issues of equity and social justice as they pertain to education and the role of leadership in furthering these important ends.

This module is not available unless you have successfully completed Conceptions of Leadership.

Contact Joanna Holmes for more details.

20 credits

In response to the policy framework and in line with the recommendations in the Donaldson Report and the McCormac Review, this class is positioned to support practitioners’ understanding on equality, diversity and health and to develop effective practice to support the wellbeing of children and young people. The overarching aim is to develop a greater understanding of the practice and principles of health improvement and develop a critical approach to health promotion theory, principles and current issues.

September – December on Tuesday evenings. Assessment completed in January.

Contact Monica Porciani for more details.

20 credits

This module, co-taught with Prof Yvette Taylor, offers an in-depth introduction to contemporary issues of gender and sexuality across different educational settings. Gender and sexuality in education have long been subject to critical attention from education studies researchers, interdisciplinary social scientists, feminists and LGBTQ+ activists. Meanwhile, diversity and inclusion have become central concerns of government policy and educational practice. In contemporary policy-practice in Scotland, gender inequalities, diversity and LGBTQ+ inclusion are under the spotlight as priorities for schools, teachers, and a variety of educational practitioners.

The module introduces key concepts and we will critically consider a full range of theoretical, research-based, policy, and practice approaches to understanding core questions and debates about gender and sexuality in education. In taking this module, you will engage with current policy directives and learn to situate these in relation to a broader landscape of equalities legislation, as well as to synthesise research evidence and complex ideas in order to explore the practical possibilities and limitations for putting such policy into practice. The module will facilitate students’ development of skills with which to critically evaluate different approaches to gender and sexuality in education.

Delivered between October and December, with assessment completed in January.

Contact Maddie Breeze, maddie.breeze@strath.ac.uk, for more details. 

Child-centred and Child-Focused Approaches to Practitioner Research (X9644 – 20 credits)

Contact Eleni Karagiannidou for more details.

Contemporary Contexts for Teacher Learning and Teachers' Work (X9798 – 20 credits)

Contact Kate Wall for more details.

How Teachers Learn (X9797 – 20 credits)

Contact Kate Wall for more details.

Inclusive Pedagogy (X9701 – 20 credits)

Contact Jane Catlin for more details

Introduction to Philosophy and Philosophical Practice (X3902 – 20 credits)

Contact Claire Cassidy for more details.

Philosophy with Children: Facilitation (X3903 – 20 credits)

Contact Claire Cassidy for more details. 

Philosophy with Children: Theory (X3901 – 20 credits)

Contact Claire Cassidy for more details.

Policy and Practice: Early Career Development (X3814 – 20 credits)

Contact Lee Coutts for more details.

Providing Effective Educational Support (X9744 – 20 credits)

Contact John Davis for more details.

Supporting Professional Learning in the Workplace (X9799 – 20 credits)

Contact Kate Wall for more details.

Understanding Inclusive Education (X9743 – 20 credits)

Contact Sharon Hunter for more details. 

Widening Participation from School to Higher Education (X9650 – 20 credits)

Contact Amanda Baldwin for more details

Level 11, 20 credits

Research Methodologies and Reasoning provides an introduction to education and social research methodologies. Covering a range of intellectual and practical resources, the module is designed to provide support in developing a critical and informed understanding of political and social assumptions about the purpose of research and its relationship to environments of practice and policy. The module will offer professionals working in education and related fields the opportunity to develop an understanding of the traditions and approaches of research and their implications for professional development and practitioner inquiry.

Learning objectives

By the end of the module you should be able to:

1. Demonstrate a critical understanding of education and social research, the main social research paradigms and evaluate the ways in which these inform theoretical and practical conceptualisations of inquiry;
2. Develop a critical understanding of the contribution of research to knowledge, policy and practice, well supported by evidence from critically reviewed literature;
3. Critically evaluate and synthesise the literature to conceptualise a problem or area of concern in the forefront of the professional environment that gives rise to worthwhile, original research;
4. Develop research aims or questions which can be defended in terms of professional and academic needs, and which will consolidate and extend understanding and  practice in the area under investigation;
5. Write an informed, well-documented research proposal in an area of concern, showing an awareness of where the issue or area has been incompletely studied and identifying how to address the gap in knowledge.

Level 11, 60 credits

This class represents the application of the skills and knowledge you've gained throughout your study. You'll carry out and report on a research project in an area relevant to your MEd study up to this point. This class will provide support for the planning, implementation and writing up of a research project in a professionally and academically relevant area.