MA Educational Practice and Research (Part Time)


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Beginning each January, this MA is for school teachers, further education lecturers and all other educational practitioners working in the UK at various stages of their careers, who wish to extend their continuing professional development activities through studying for a Master’s level degree.

The award requires the successful completion of 180 MA credits. The MA aims to build on participants’ existing interests and expertise and is taught during evenings and weekends. Flexible and personalised study patterns will complement professional work commitments.

At UEA, we create a stimulating and challenging environment in which to discuss and analyse classroom practice and offer a broad range of subject areas. Participants are supported in carrying out research to achieve greater understanding and to encourage innovation and the course aims to ensure that participants develop a wide range of skills.


The MA Educational Practice and Research is suitable for school teachers, further education lecturers and all other educational practitioners working in the UK at various stages of their careers, who wish to extend their continuing professional development activities through studying for a Master’s level degree.

Registration is from January each year.

The award of MA Educational Practice and Research requires the successful completion of 180 MA credits. The MA aims to build on participants’ existing interests and expertise and is taught during evenings and weekends. Flexible and personalised study patterns will complement professional work commitments. At UEA, we create a stimulating and challenging environment in which to discuss and analyse classroom practice and offer a broad range of subject areas. Participants are supported in carrying out research to achieve greater understanding and to encourage innovation and the course aims to ensure that participants develop a wide range of skills. Our range of teaching and assessment methods facilitate a supportive, learning community.

The research skills component is delivered by academic staff with expertise in conducting qualitative and quantitative studies. The dissertation will allow you to develop expertise in an area of your choice under the supervision of an experienced member of the academic staff. Previous participants have often chosen to focus on issues which relate to school improvement, which therefore benefit not only themselves but the wider education community.

Access Module Overview information for 2017 entry.

Transfer of Credits and Second Year Entry

Students who have completed the University of East Anglia's Postgraduate Certificate in Education (PGCE) with Masters level credits can qualify for direct entry to the second year of this programme. Students may also apply to transfer relevant Masters level credits from other institutions. Applicants wishing to transfer credits from UEA and other institutions will need to apply for accreditation of prior learning (APL).

UEA PGCE students: Please note the MA should be completed within 5 years of receiving your PGCE award.  Applications which fall outside of this time frame will be considered on an individual basis.

It is anticipated that UEA Alumni will benefit from financial support towards fees for the MA.

Course Modules

Students must study the following modules for 30 credits:

Name Code Credits


This module will enable you to think further about what it is to be a researcher in an educational setting, and help you develop in that role successfully. You will enhance your practical and theoretical understanding of a range of research-methods and approaches, including those based in observation and ethnography, as well as a variety of skills necessary to support and conduct good research. In conjunction with theoretical reading and thinking, and discussion and reflection in taught sessions, you will either be undertaking research for your Dissertation or you will design and carry out in your setting a small-scale practical research-project. You will explore the ethical implications and obligations involved in research, secure ethical approval and obtain the consent of participants as necessary for your practical work, and carry it out using at least one of the research-methods you will encounter during the module. You will write about aspects of this theoretical and practical work for assessment, as well as present it to other course-participants. Taught sessions will mix small-group and whole-group activities with discussion, debate and lectures or presentations, and provide time for written reflection. Regular reading will be set, along with some written activities, to be completed between taught sessions. EDU faculty-members may lead sessions focused on their specific areas of expertise. In the past such sessions have looked at quantitative research, visual research- methods, and data analysis. One written assignment will be submitted, initially for formative feedback and later (subsequent to any revision) for summative assessment. You may choose your title from a range of topics. These will include research and ethics, and the critical evaluation of the research-method(s) you made use of in your practical work. The module will also include consideration of ways to approach elements of the Dissertation.



Students will select 30 - 60 credits from the following modules:

Name Code Credits


This unit will explore a range of issues that are relevant to practitioners working in the early year's sector. It will provide an opportunity to focus on an issue of interest to an individual and may inform the focus of their dissertation. By the end of the module students will have the ability to: Effectively demonstrate underpinning knowledge and understanding of early years, Write analytically and reflect on their own practice, Practise and model the behaviours they promote to others with children in the Early Years Foundation Stage, Take a creative and constructively critical approach towards innovation, Make decisions on the basis of sound judgement, Relate to and communicate effectively with others, Synthesise key elements of effective practice




This module will address creative teaching and learning processes and practices with reference to a wide range of themes and questions. Issues to be explored in the interactive lectures/seminars will include definitions of creativity; creative characteristics and personality traits; creativity and intelligence; the role of thinking in creativity; creative cognitive structures and processes; fostering creativity in educational settings; new pedagogies, practices and initiatives; creative learning and teaching with reference to specific domains and whole school issues. The practical art-based sessions, informed by visual art educators and professional artists, will provide students with opportunities to explore their own ideas, engage in experimentation and develop their own pedagogies. Students will be required to produce an artwork but the focus will be on the creative process and the development of their own creativity. The module is underpinned by the idea that all students have the potential to be creative if they are provided with innovative learning experiences and open-ended assessment tasks




The module will enable educational practitioners to develop their understanding of reflective practice in relation to three key domains: pedagogy, assessment and curriculum. It will also deepen their understanding of educational research as a process, strengthen their dispositions as potential researchers, and help them recognise and explore the contribution workplace based research can make to enhancing students' learning. This module will offer a set of shared readings in the three key domains (pedagogy, assessment and curriculum) and will look to relate these readings to participants' own practice and their personal and professional contexts. A central focus will be to develop understanding of the processes of critical enquiry into practice, as informed by academic reading, the process of research, and exploratory and reflective writing and discussion.




This module aims to support science education practitioners and those with an interest in science education pedagogy to examine the purposes and practices of science education, and to explore and reflect on the implications of science education research and policy.




This module will enable school-based teams of teachers to carry out a Lesson Study. Its viability will therefore depend on a) the recruitment of school-based teams (ideally 3-4 teachers) from a particular subject area, or teaching cross-curricular content in common; or b) the recruitment of individual teachers who are in a position to lead a lesson study group in their school. Lesson study is a collaborative form of teacher research that originated in Japan and has rapidly spread on a global scale to many countries, including the USA, UK, Singapore, Indonesia, and Hong Kong. In Hong Kong Lo Mun Ling and her co-workers at the Hong Kong Institute of Education blended Lesson Study with variation theory developed by Ference Marton and his associates at the University of Gothenburg in Sweden. Variation theory provides teachers engaged in Lesson Study with a pedagogical tool for developing innovative teaching strategies aimed at 'learning with understanding.' This form of Lesson Study informed by a learning theory, which focused the teachers' attention on the quality of their pupils' learning experiences, became known as Learning Study. It is this theory-informed approach to Lesson Study that the module will aspire to facilitate in schools. However, participating teachers will also be encouraged to explore the relevance of other learning theories as pedagogical resources for Lesson Study. The module will engage participating teachers in the progressive development of teaching and learning through a series of action research cycles in their schools. A lesson will be defined in terms of a focus on a particular object of learning, such as a topic, concept or complex skill, rather than a particular unit of time. An object of learning has both a specific and general aspect. It will involve the acquisition of specific subject knowledge, but also the development of those general capabilities involved in putting that knowledge to practical use in the contexts of everyday life and work. Deepening understanding of an object of learning will involve pupils' in discerning both the specific and general aspects of an object of learning. In each cycle of a Learning Study, called 'research lessons', a group of teachers, often supported by an academic facilitator, test and modify their lesson design(s) and pedagogical strategies by observing a lesson, interviewing a sample of students from the class, and comparing pre and post lesson evidence of their levels of understanding . The data as a whole is subjected to a post-lesson analysis by the group, which then forms the basis of an amended lesson/pedagogical design for testing in the next cycle. The cyclical process of Lesson Study may be organized by participating teachers for public presentation to an external audience, both within and outside the school. In this way it contributes to a stock of professional knowledge that can be used by the teaching profession as a whole. This module will present Lesson Study as a process in which the professional development of participating teachers cannot be divorced and set apart from its role as a mode of producing public knowledge for the teaching profession as a whole. In this respect links will be made to Lawrence Stenhouse's idea of the 'teacher as researcher' and its relationship to his process model of school-based curriculum development. Teacher teams involved in/with the module will be required to collectively construct a Lesson Study in publishable form for presentation to professional peers. It will be structured around a Research Poster presentation depicting the process, research methods, theoretical resources used and literature reviewed, and the major findings.




This module is concerned with enhancing the learners' ability to understand and evaluate processes and techniques for leading and managing people within educational settings and the wider context of the school system itself. Students will be able to discuss leadership styles and their appropriateness and effectiveness in the education sector. There will be an underlying theme of self-analysis and positive self-criticism within the work-based context.




This module seeks to engage teachers with the meanings behind their teaching and teacher practices. It will focus on the reflection of individual teaching and teacher styles, the connection and tension between professional and personal identity and recognition about the wider implications of what a teacher is or could be. Discussions will also centre on the notion of social justice in the classroom and the role of teachers as 'change agents' both in and outside the school walls. Teachers will be encouraged to reflect on their own teaching and teacher journeys and will form a stronger sense of what those terms mean to them especially in relation to current policy and practice in schools.




The module will require that participants are able to reflect on the planning, delivery and evaluation of modern foreign language teaching. The taught content will include discussion and review of second language acquisition theories underpinning MFL teaching methodology and national policy. The central focus will be to develop a deeper understanding of MFL pedagogy and the impact of context in order to enhance practice. Participants will research their own practice. The course will develop participants' ability to engage in critical enquiry, informed by exploratory and critically reflective discussion about their practice, as well as by reading and writing. Course participants will explore ideas and develop frameworks for interpreting and developing their practices. A variety of approaches to language teaching and learning will be explored. Aspects of content will be identified by course participants in the specific contexts in which they are working.




This module aims to support physical education practitioners and those with an interest in physical education pedagogy to examine the purposes and practice of physical education and school sport, and to explore and reflect on discourses concerning curriculum innovation, implementation and impact on learners and their progress.




This module introduces seminal studies in the use of technology in the teaching and learning of a range of mathematical topics such as: # Number and Arithmetic, mainly at primary level; # Algebra and Geometry, mainly at secondary level; # Calculus and Linear Algebra, mainly at university level; # Mathematical Reasoning and Proof across educational levels; and, # Mathematical Notation, Language and Representations across educational levels. Issues of teacher knowledge, beliefs and teacher education in relation to the use of technology are addressed across levels.




This module seeks to engage teachers with the theoretical and practical understanding of the concepts of health and well-being as it relates to the school context. During the module teachers will consider the possibilities for developing an active awareness of these issues for both themselves and their students by exploring a range of current initiatives at primary and secondary levels including the role of mindfulness training, healthy eating initiatives and physical activity. The module will reflect on recent government policy in this area as well as the impact of media stories. Teachers will also develop skills in their own health and well-being media literacy as well as consideration of potential interventions that they can take back to their own classrooms.




This module aims to support those who teach writing in primary and secondary schools to establish and reflect upon well theorised classroom practice which engages and develops children and teachers as writers.



Students must study the following modules for 60 credits:

Name Code Credits


The dissertation is the final module, consolidating learning from the programme, during which participants normally undertake practical research, related to a topic of interest and related to the their professional practice. The topic of enquiry can be related to whole school improvement, teaching and learning pedagogy, departmental/subject priorities or related to the individual's continuing professional development priorities. Guidance and preparation for completing the dissertation is provided through a series of focussed seminars at the start of the module, leading to individual tutorial support from a dissertation supervisor. Students will attend and contribute to a 'round-table' presentation of work in progress at the annual MA day conference.




Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.

Entry Requirements

  • Degree Subject All Subjects
  • Degree Classification 2.2 or equivalent
  • Special Entry Requirements Qualified Teacher Status (QTS) or at least three years of current relevant employment in an educational institution. Students need to be employed in a substantive role, which allows them to apply the course theory.

Entry Requirement

Applicants should normally have a good first degree from a recognised higher education institution and hold Qualified Teacher Status (QTS). The University will also take into account the employment experience of applicants without QTS.  Applicants should submit at least one employment reference.

Special Entry Requirements

Students who have completed the University of East Anglia's Postgraduate Certificate in Education (PGCE) with 90 Masters level credits, within the last 5 years, can transfer 90 credits from their UEA PGCE course.

Students who have completed the University of East Anglia's Postgraduate Certificate in Education (PGCE) with 60 Masters level credits, within the last 5 years, can transfer 60 credits from their UEA PGCE course.

Graduates of other Universities may apply to transfer relevant Masters level credits.  Applicants wishing to transfer credits from other institutions will need to apply for accreditation of prior learning (APL) and should contact the admissions office at  The University APL/APEL policy can be found here.

Fees and Funding

Fees for students starting in the academic year 2016/17 (Jan 2017) are:

  • UK/EU Students: £2,380 per full 60 credits.
  • UK/EU Students: £1,190 per full 30 credits.

Please note that there will be a charge for non-UEA PGCE students transferring credits from a relevant previous award.  This is the University’s APCL fee which is a standard charge of £60 and then £20 per credit exemption.  UEA PGCE graduates are exempt from APCL charges.

Applicants applying for the full MA course over 3 years can apply for the Postgraduate Loan Scheme, providing they meet the eligibility criteria.  Please note that applicants transferring credits towards this MA (via APL) and therefore completing less than 180 credits, will not be eligible for the Postgraduate Loan Scheme.  Further information about the loan can be found here.

UEA Alumni 10% Scholarships

A scholarship of a 10% fee reduction is available to UEA Alumni looking to return for postgraduate study at UEA in the academic year 2016/17. Terms and conditions apply.

How to Apply

Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University. The application deadline is Friday 9th December 2016.

You can apply online. Please note that all applicants are required to select their potential module choices in the online application form.

Applicants applying to study a single module should select the course Educational Practice and Research (Singular Module) and confirm their preferred module choice in the Personal Statement.

Further Information

To request further information & to be kept up to date with news & events please use our online enquiry form.

If you would like to discuss your individual circumstances prior to applying please do contact us:

Postgraduate Admissions Office
Tel: +44 (0)1603 591515

    Next Steps

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