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University of Oxford: Teacher Education

Institution University of Oxford
Department Education
Web https://www.ox.ac.uk
Email graduate.admissions@admin.ox.ac.uk
Telephone 01865 270059
Study type Taught

Summary

The information provided on this page was correct at the time of publication (October 2020). For complete and up-to-date information about this course, please visit the relevant University of Oxford course page via www.graduate.ox.ac.uk/ucas

This is a professional development course for new and experienced teacher educators involved in pre-service and in-service education who are interested in increasing their knowledge and skills base required for effective and inspirational teacher education whilst ‘on the job’.

This two-year, part-time course is a world first, bringing together teacher educators in the UK, EU and internationally and provides an Oxford University master's-level qualification for anyone involved in pre-service and in-service teacher education: - school-based teacher educators, coaches and mentors.

  • university tutors involved in teacher education, such as university tutors on taught education programmes or based in university subject departments with some teacher education responsibilities

  • advisory teachers and fieldworkers

  • professional development providers.

The course focuses on developing teacher educators’ day-to-day practice as well as developing areas such as the design and teaching of teacher education programmes, the ability to conduct research to develop practice, and the ability to participate in debates about teaching and teacher education in your own subject. It is designed to be integral to the participants’ day-to-day practice as teacher educators and blends online distance learning with one-week residential components in Oxford in years one and two.

The three distance online units comprise investigations focused on participants’ own practice and tasks that involve individual and group work. For example, participants do an inquiry task where they observe and interview their learner teachers in order to learn more about the knowledge and beliefs they bring to teacher education. This is then brought together with key literature and participants share the findings from their inquiry task with their study group for further discussion and analysis. These tasks also contribute significantly to the work for each unit’s assignment.

The University’s Virtual Learning Environment is used to support the work on each task and sustain critical discussion.

MSc

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