Presentation on theme: "Teaching as a Masters Profession Dr Alison Jackson University of Cumbria."— Presentation transcript:
Teaching as a Masters Profession Dr Alison Jackson University of Cumbria
Benefit to teachers: Masters level study strengthens teachers to generate criteria against which they can critique their own professional activities, it nurtures the disposition for systematic self-scrutiny; and it supports teachers in meeting the obligation to ensure that their practice is informed by evidence. Why Masters for the teaching profession?
Benefit to teachers and profession: Critical reflection and analysis are inherent skills at M level. Masters is an essential element of teacher formation if we are to be seen as a profession, not simply as curriculum replicators – to progress from technician status to reflective professionals, truly able to impact on learning in the classroom. Why Masters for the teaching profession?
Benefit to teachers and profession: There is a need to reclaim that professional integrity of the profession. The strategy led profession has produced a generation of teachers. Critical reflection is crucial to the on-going development of teachers. It enables them to progress from technician to ‘thinking teacher’. The community of practice – engagement with research/literature – sense of urgency – being assessed – all develops the teacher. Why Masters for the teaching profession?
Benefit to teachers and profession: Emerging and current professionals can aspire to deeper understanding and benefit from the related theoretical underpinning and research skills. This ultimately benefits pupils and benefits the profession by building in dispositions for positive development and resilience. It gives greater ability to move the profession forward in a considered and constructive manner, hence better provision for pupils. Why Masters for the teaching profession?
When? It is essential for further professional development – developing underpinning knowledge and research skills/mindedness. Initial training is precisely that – initial. It needs to be built upon. Experience needs to be explored/examined. Beyond ITE – to continue development as a teacher. It is a confusion as part of the PGCE – detracts from its purpose. Why Masters for the teaching profession?
When and what model of Masters are we referring to? Especially in education. There is a need to see this as a continuum with no break at NQT stage. Yes many current MAs in education can reasonably be described as professional Masters courses for practising professionals. Why Masters for the teaching profession?
Yes but … We need to agree what the criteria for determining values are – we have a tension between impact and value in the discourse. … not necessarily for every teacher. It is not practicable for every teacher. Once an individual has a Masters qualification, what then? Continuing professional learning is more important – can a Masters award instil this? If we see Teacher Research as the professional goal of teacher development, then the more with Masters the better. Are you convinced about the value of Masters level study for the teaching profession ?