M level PGCE researchA pilot study

Dr Alison Jackson – University of Cumbria – ESCalate ITE

Dr Sandra Eady – University of Cumbria

Eamonn Pugh – University of Cumbria

Busy Guide

Keira Sewell – Southampton University Background to M level PGCE Characteristics of effective PGCE M level practice

with respect to programme design and organisation, teaching, assessment, collaborative work with schools, Quality Assurance and Marketing

What are the benefits of PGCE M level to students and teacher educators?

How can M level be incorporated into current practice?

How can I find out more? www.escalate.ac.uk/3168

University of Gloucestershire

Staff development; School-based research; Curriculum structure and content; Student induction and support; Admissions and support.

Debate

Challenges and opportunities; Similarities and differences with former

practice; Similarities and differences between

institutions; Ideas for effective practice. www.escalate.ac.uk/3208

Liverpool John Moores

In search of Mness Looking after the students CPD Quality assurance of assessments What does/should an assessment look

like?

Debate

Challenges and opportunities Ideas for effective practice www.escalate.ac.uk/3241

and a survey of provision www.escalate.ac.uk/3467

Where now?

Why M level? Benefit to the teaching profession? Benefit to the individual teacher? Benefit to the child? The idea of the research project

Proposal

A joint project between ESCalate, the University of Cumbria, UCET and other interested HEIs.

The aim of the research is to track the progress and effect of Masters level PGCE provision in England from September 2007 until at least June 2009 with the intention of investigating the value-added it brings to the teaching profession.

Value-added

Value-added is the enhancement that students achieve (to knowledge, skills abilities and other attributes) as a result of their Higher Education experience. http://www.qualityresearchinternational.com/glossary/valueadded.htm In this context, value-added can be extended to embrace the perceived value added to the teaching profession of Masters level credits in the PGCE.

Data collection

Student teachers School mentors of student teachers Headteachers Teacher educators First questionnaire results to date …

Female, 888, 74%

Male, 315, 26%

Male

Female

Male & Female

Early Years, Primary, Secondary

582

540

72

Early Years

Primary

Secondary

Age Groups

101

142

937

20-29

30-39

40+

Have you studied at Masters level before?

152

997

Masters - Yes

Masters - No

How important to you is a Masters level qualification in addition to QTS?

45.97%

22.09%21.52%

6.93%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

Not At All A Little Some A Great Deal

How far do you consider that studying at Masters level likely to contribute to your

teaching46.45%

23.23%23.06%

3.42%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

Not At All A Little Some A Great Deal

How far do you consider that you have an understanding of what studying at Masters

level involves?

35.86%

10.19%

38.63%

11.41%

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

Not At All A Little Some A Great Deal

Do you consider that studying theory is likely to contribute positively to the practice of teaching?

47.76%

34.07%

14.18%

0.90%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Not At All A Little Some A Great Deal

How far do you expect that Masters level credits will enhance your prospects of getting a job as a

teacher?

48.90%

23.63%

19.32%

4.24%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Not At All A Little Some A Great Deal

What next?

Completion of pilot surveys and interviews

2 ESCalate seminars of contributors and interested parties to discuss data

Bid for follow-up research – Bigger and Better!

Workshop questions

What do you think are the benefits of Masters level study for the teaching profession?

What do you think are the benefits of Masters level study for the individual student/teacher?

What do you think are the benefits of Masters level study for the child?

What key points do you think the data presented today tell us?

What are the key questions we should be asking and to whom  in the next rounds of the research?