Keywords379 Public policy issues in education (incl. inspection, accreditation)
370 Education & educational psychology (incl. teacher training & research)
378 Higher education
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AbstractThe research presented here builds on an original pilot project which reported on the introduction of PGCE (Postgraduate Certificate in Education) Masters level programmes in England. A major finding of the pilot project was that Masters was by no means embedded as a positive perception in the minds of student teachers or indeed teacher educators and one of the recommendations was to „continue the M level debate'. This research concentrates on the continuing perceptions of a range of teacher educators from across the UK, sharing their experiences and working together to make sense of the challenges and opportunities faced in the quest to make teaching a Masters profession. Findings suggest that it remains difficult for teacher educators to propose a definition of „Masters' which satisfies them on a personal or political level. There are hints of a „jargon' of „Mastersness' - expedience rather than conviction, assumption linked with confusion – and a lack of certainty over whether teaching should be a Masters level profession at all. This has led to the main finding of this research which is that the debate on teaching as a Masters profession needs to continue.
TypeConference or Workshop Item
Jackson, Alison and Eady, Sandra (2010) Teaching as a Masters profession: the need for continued debate. In: British Educational Research Association Annual Conference, 1-4 September 2010, University of Warwick, UK. (Unpublished)