The Master's in Teaching & Learning is designed to support early career development for teachers in their first five years following qualification. The practice-based, classroom focussed programme helps extend teaching skills and excellence as a practitioner.
- A truly national qualification.
- A qualification fully recognised by the school and state system.
- An opportunity to study in one of the top three Education research departments in the country.
- Located in the heart of London.
Completion of the programme will offer a student a significant advantage in their career progression in the teaching profession.
Dr Bob Burstow, Programme Director
King's College London
Credit value (UK/ECTS equivalent)
UK 180/ECTS 90
Three years PT
Waterloo Campus-based; the majority of teaching takes place close to participants' workplaces and online.
Year of entry 2013
School of Social Science and Public Policy
Department of Education and Professional Studies
31 August or until programme is full.
PT Home: £850 (per standard credit module) (2013)
PT Overseas: £2000 (per standard credit module) (2013)
Postgraduate Officer, Centre for Arts & Sciences Admissions (CASA)
tel: 020 7848 7207
fax: 020 7848 7200
For programme information:
tel: 020 7848 3437
The MTL is designed to enable participants to use enquiry-based techniques to reflect upon their practice with the intellectual distance and rigour associated with master's-level study. Study for the MTL takes place on-line, at or near the participants' own school and occasionally at King's. The majority of face-to-face meetings will take place at, or close to, your place of work.
The MTL is a master’s level qualification that is designed to support career development for teachers. It helps to extend teaching skills and abilities by being practice-based; the focus of the learning is on the classroom and school. The programme is designed to enable participants to reflect upon their practice with the intellectual distance and rigour associated with M-level study, and to engage with a variety of sources that will allow them to reach the point of being able to conduct some high quality research.
Core programme content
- Reflecting on professional practice
- Developing professional enquiry skills
- Teaching & learning, personalisation & assessment for learning
- Subject knowledge & curriculum development
- Child development & Inclusion
- Leadership & management, working with others
- Teacher Enquiry: an opportunity to perform an extended piece of work that builds on the preceding areas of study.
FORMAT AND ASSESSMENT
School focused, enquiry based, modular course: individually tailored programme content: assessment methods selected from a wide variety of forms designed to add value to the school and the individuals practice as well as the assessment needs of the module.
ACADEMIC ENTRY REQUIREMENTS
General entry advice
Minimum 2:2 first degree, plus PGCE or equivalent. Applicants must be in full-time employment as a classroom teacher, or be a newly appointed responsiblity post-holder. Interested individuals must check with their current school to see if they will receive the necessary support from them in terms of time and an in-house coach. See the Applying, Fees & Funding section for more information on eligibility.
APPLYING TO KING'S
To apply for graduate study at King's you will need to complete our graduate online application form. Applying online makes applying easier and quicker for you, and means we can receive your application faster and more securely.
King's does not normally accept paper copies of the graduate application form as applications must be made online. However, if you are unable to access the online graduate application form, please contact the relevant admissions/School Office at King's for advice.
Applicants must complete an online application. Applications will be processed as quickly as possible. Interviews may be offered either in person or by phone.
PERSONAL STATEMENT & SUPPORTING INFORMATION
In addition to developing your own reasons for applying for the programme, you must, as an applicant, include at least one referee who is a senior member of staff at your current school who is willing and able to agree to the school's commitment to supporting your study. The commitment may be financial but should always include a preparedness to provide a coach from the staff who will act as the lead professional during the course of the degree.
Funding may come from any source or combination of sources.
Masters in Teaching & Learning MTL
King’s College Department of Education and Professional Studies is particularly attractive for potential students because the strength of research within the department (Third nationally in the most recent RAE) feeds directly in to the teaching on the courses on offer. Students have the opportunity to engage with leading edge researchers in a way that would be impossible elsewhere. Kings staff bring this aspect of the departments work to the development and delivery of the MTL in the London region.
I spent over 30 years working in state secondary schools, leaving a post as Deputy head of a school facing challenging circumstances to become a senior lecturer at King's College London. I bring aspects of this experience to all my work with beginning and more experienced teachers. With this recent school based background I was naturally very concerned that the new MTL should be relevant to the day-to-day practice of the teachers who will be doing the degree and felt able to make sure that this was the case.
My research focus concerns the effectiveness of continuing professional development in the past and how lessons learned from earlier programmes may inform present and future practice. The new MTL has allowed me to put this interest to immediate and practical use.
The expectation (from government) is that teaching will become a Masters profession (‘Being the Best for our Children’, DCSF, 2008). This degree is one way for individual teachers to achieve that aim. In addition, the reflection and enquiry that participants will be engaged on, in this course, would be expected to make them better candidates for promotion within their profession.