Working or want to work in any educational sector or discipline? Learn in depth about educational theory and research and apply this to professional practice.
Entry to the course is open to educators with experience of working in relevant settings who have a degree or equivalent and relevant experience. Applicants for the Postgraduate Diploma in Childhood Practice / MEd in Childhood Practice (who require this qualification to fulfil SSSC requirements) are required to be currently employed in an educational setting.
The Master of Education course is essential for all professionals who work in an educational setting and wish to enhance their professional learning and improve career progression prospects. Students can tailor the educational experience to suit their individual experience, needs and interests. The course can be accessed entirely at a distance via the University virtual learning environment. There are both workplace based and non-workplace based routes through the course.
The course is fully recognised by the General Teaching Council for Scotland (GTCS) as a professional learning course for leaders.
In partnership with the Scottish College for Educational Leadership (SCEL) and our Local Authority Partners in Scotland, we are delivering the 'Into Headship' and 'Middle Leadership' programmes.
Most students study part-time completing one module per semester. In exceptional circumstances, and with the permission of the Programme Director, students may undertake more than one module per semester.
|Degree||Length of study, Distance learning (optional workshops are offered for some modules subject to student numbers)|
|MEd||1800 hours of part-time study ( 6 x 30M modules in total)|
|PGDiploma||1200 hours of part-time study (4 x 30M modules in total)|
|PGCertificate||600 hours of part-time study (2 x 30M modules in total)|
"Changes within my practice have been widespread and are still developing."
"I have been empowered to take my teaching to the next level."
"The support is excellent. My tutor is dedicated, efficient and friendly."
What are the aims of the programme?
The programme is designed to develop the knowledge and understanding, skills, attributes and professional values necessary to enhance international professional practice and builds upon competences developed through experience.
Teaching Excellence Framework (TEF)
The University of Dundee has been given a Gold award – the highest possible rating – in the 2017 Teaching Excellence Framework (TEF).
How you will be taught
The course can take 2 to 3 years depending on a student's circumstances with modules being delivered by blended and distance learning and are supported by the use of the University's virtual learning environment. This means the course is available anywhere and anytime there is access to the internet. Study support is offered through our growing network of learning and study centres.
Recognition for prior learning (RPL) is available for the MEd Course. Claims for RPL must match to existing modules on the course with equivalent content and be at the required SCQF level and SCOTCAT credits. Claims can be made, in exceptional circumstances, for up to 50% of the course. If you have any questions about RPL please contact us (details at the bottom of page).
How you will be assessed
Individual modules have assessment tailored to aims and content of each module. Most module culminate with a written assignment based around content covered, or research completed, during the module.
Formative and summative assessments are designed to arise naturally from study and work. Most assessments focus directly on application in the workplace. Students are assessed on 4 x 30 credit modules plus a Dissertation (60 credits).
What you will study
You'll undertake three compulsory modules and one further module for the Postgraduate Diploma, plus 1 x 60 credit dissertation for the Master of Education degree in Childhood Practice. The Master of Education is characterised by progression through Certificate, Diploma to Masters with exit points at each level.
These awards aim to build on professionals’ initial training and professionalism which has developed throughout their work experience. Because of the considerable distance learning element in the programme, significant individual support is offered through:
- Online - via 'My Dundee' the university's virtual learning environment
- Study guides
- Telephone or video conference tutorials
- Face to face tutorials
- Written feedback
- Virtual learning environments
The content of the PGDip CP complies with the Standard for Childhood Practice (2015) requirements, as specified by the Scottish Government, Quality Assurance Agency (QAA) Scotland and the Scottish Social Services Council (SSSC). SSSC identify Childhood Practice (BACP; PDA Level 9 or PGDip CP) as the qualification required for registration with SSSC as Lead Practitioner for Early Years (0-16) services for children in Scotland.
PGDip CP participants must have a recognised practice qualification by the time they complete the qualification.
Prospective students can apply directly to the University to join this programme.
Please see the following link for details
Reflecting Upon Practice (PD50189)
The module aims to provide participants with a framework to enable them to reflect critically on their professional development and their current practice, and as a result enable them to formulate an appropriate professional development action plan.
The module will introduce participants to a professional development model that involves: reflecting on their personal and professional development; engaging with the debates and professional enquiries that have led them to their professional thinking, philosophies and views; reflection upon their current approaches and learning and teaching practice; a self-evaluation of professional development needs and directions.
Wellbeing of Children and Young People (PD50218)
Students on this module will consider social contexts, transition procedures and processes and the impact which they have upon children. In particular they will discuss and debate outcomes related to the emotional and cognitive wellbeing of the child. They will also analyse the implications of these contexts upon their role as a professional. Students are asked to compile an audit which relates to children's wellbeing. Students will also critically analyse a range of government documents including children's rights, legislation, policy and curriculum framework. Following evaluation of their findings, students plan for development and change, relating ecological frameworks to the 21st century concept of the child as an active social agent.
Leadership and Management of Childhood Practice (PD50228)
Consideration will be given to what is understood by the terms leadership and management through exploring key theoretical approaches. With reference to current literature and research, participants will begin to identify how these roles differ and/or overlap. The module will also seek to investigate internal and external collaborations. Participants will be asked to reflect on and apply course concepts to practice within their own organisation and community along with external organisations and professionals whom they work with. Finally, consideration will be given to the strategic and operational factors of leadership and management in childhood practice by taking into account the organisations internal vision, values and culture coupled with the management of human, physical and financial resources.
If you intend to exit with a Postgraduate Diploma in Childhood Practice you can choose either Working Towards Inclusion OR Research Methods as your final module.
If you intend to exit with the Master of Education in Childhood Practice you must take Research Methods and Dissertation as your final two modules.
Working Towards Inclusion (PD50205)
Debate about inclusive education is a topic of interest to educationalists world-wide. The module provides opportunity to review the arguments for and against inclusive education in the light of current legislation and policy. It also considers the effects of other legislation which impact on social inclusion. The module develops an enquiry-based approach to teaching and learning and is consistent with current views on inclusive practice both nationally and internationally. It considers the importance of policy in relation to practice and provision, taking account of historical influences as well as the impact of current key legislation. The concept of inclusion is explored in terms of opportunities and challenges. A case study stimulates thinking around a range of factors, raising fundamental issues such as values, beliefs and principles for the participant. Throughout the module, the participants are required to reflect and justify their own professional beliefs and practices.
Research Methods for Professional Inquiry (PD50177)
The purpose of this module is to introduce you to research methodology and methods. In the course of the module you will develop an appreciation of what is entailed in conducting research in a professional field. The module content will follow the stages of research, starting with the research problem/question through to the presentation of findings. This module is also intended to prepare you to progress on to a small scale enquiry and to begin to think about the academic research process and the task of developing and conducting a research study.
The culmination of a Masters programme is a substantial piece of work which will contribute to the development and enhancement of professional knowledge and practice for the writer and others across a range of professional fields. Students are expected to show that they can exercise independent critical judgement and that they have command of the necessary research processes required to carry forward and report a systematic investigation, either empirical or philosophical. They are also required to show that they can apply what they have learned through their studies to set up a project which will inform research or will explore an aspect of practice. A study of this professional standing and worth must be well planned and resourced, engage with research and public theories, be critically reflective and explore the assumptions that underpin practice.
A majority of students studying for Masters in Education at the University of Dundee are already in full time employment. In addition a number of students either already hold senior management positions or have moved into senior management positions during their time studying on the course.
By engaging with the MEd course students are able to influence their own Professional Learning journeys and take control of their own CPD. As a result of this students can greatly enhance their prospects for future career advancement.
The Master of Education course is for professionals with some teaching or educational experience. It is not an initial teaching course and will not qualify you to teach in Scotland.
Degree and relevant work experience. Applicants should ideally be able to undertake work related to a programme specialism in their workplace setting or other appropriate agency.
English Language Requirement
English Language Programmes
We offer Pre-Sessional and Foundation Programme(s) throughout the year. These are designed to prepare you for university study in the UK when you have not yet met the language requirements for direct entry onto a degree programme.
The fees you pay will depend on your fee status. Your fee status is determined by us using the information you provide on your application.
|Fee status||Fees for students starting academic year 2019-20|
|Scottish and EU students||£2,300 per year of study (60 credits studied each year)|
|Rest of UK students||£2,300 per year of study (60 credits studied each year)|
|Overseas students (non-EU)||£5,900 per year of study (60 credits studied each year)|
You may incur additional costs in the course of your education at the University over and above tuition fees in an academic year.
Examples of additional costs:
|One off cost||Ongoing cost||Incidental cost|
|Graduation fee||Studio fee||Field trips|
*these are examples only and are not exhaustive.
- may be mandatory or optional expenses
- may be one off, ongoing or incidental charges and certain costs may be payable annually for each year of your programme of study
- vary depending on your programme of study
- are payable by you and are non-refundable and non-transferable
Unfortunately, failure to pay additional costs may result in limitations on your student experience.
For additional costs specific to your course please speak to our Enquiry Team.
You apply for this course via the UCAS Postgraduate website which is free of charge. You can check the progress of your application online and you can also make multiple applications.
You'll need to upload relevant documents as part of your application. Please read the how to apply page before you apply to find out about what you'll need.
|Apply now||Education (Childhood Studies) MEd||P060528|
Education and Social Work
+44 (0)1382 384783
- Art & Humanities
- Art, Society & Publics
- Corporate & Commercial Law
- Education (Leading Learning & Teaching)
- Education (Distance Learning)
- Forensic Odontology
- Healthcare Law and Ethics
- International Commercial Law
- International Commercial Law Cergy Pontoise
- International Criminal Justice & Human Rights
- International Mineral Resources Management
- International Mineral Resources Management (Distance Learning)
- International Oil and Gas Law and Policy
- International Oil and Gas Management (Distance Learning)
- International Petroleum Taxation and Finance
- Law (General)
- Nursing & Health
- Secondary Education Partnership Induction Model
- Primary Education
- Secondary Education
- Secondary Education PGCE with supported induction route
- Teaching Qualification Further Education