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A Masters level teaching profession: a study of the rationale for the Masters level Postgraduate Certificate in Education, a Masters level teaching profession and the Masters in Teaching and Learning and the perceptions of key stakeholders in the English West Midlands

Thomas, Lorraine Sarah (2012)
Ph.D. thesis, University of Birmingham.

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Abstract

There has been a significant shift in initial teacher training (ITT) and teachers’ professional development (PD) to include masters level (M level) study in recent years in England and this research investigates aspirations for the M level teaching profession, providing a rationale for the M level Postgraduate Certificate in Education (PGCE), a masters level profession and the Masters in Teaching and Learning (MTL) and providing the perceptions of key stakeholders. Although these initiatives represented a major shift in the training and development of teachers, only limited consideration has been given to these areas, despite the plethora of research regarding ITT and teachers’ PD. Findings suggest that HEIs superimposed their own rationale for these initiatives, in addition to the imposed rationale. Findings also indicate that universities consider M level ITT and PD to have many benefits, but there was much scepticism regarding the MTL. Furthermore, although trainees and newly qualified teachers (NQTs) were positive about M level study in principle, especially when there was an element of choice, they were sceptical regarding its benefits to practice and considered M level to be more important later in their careers, due to their more immediate concerns to meet statutory professional requirements.

Type of Work:Ph.D. thesis.
Supervisor(s):Rhodes, Christopher
School/Faculty:Colleges (2008 onwards) > College of Social Sciences
Department:School of Education
Subjects:LB Theory and practice of education
LB2300 Higher Education
LC5201 Education extension. Adult education. Continuing education
Institution:University of Birmingham
ID Code:3769
This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder.
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