Teaching as a Masters profession: the need for continued debate

Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 and Eady, Sandra (2010) Teaching as a Masters profession: the need for continued debate. In: British Educational Research Association Annual Conference, 1-4 September 2010, University of Warwick, UK. (Unpublished)

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Abstract

The research presented here builds on an original pilot project which reported on the introduction of PGCE (Postgraduate Certificate in Education) Masters level programmes in England. A major finding of the pilot project was that Masters was by no means embedded as a positive perception in the minds of student teachers or indeed teacher educators and one of the recommendations was to „continue the M level debate'. This research concentrates on the continuing perceptions of a range of teacher educators from across the UK, sharing their experiences and working together to make sense of the challenges and opportunities faced in the quest to make teaching a Masters profession. Findings suggest that it remains difficult for teacher educators to propose a definition of „Masters' which satisfies them on a personal or political level. There are hints of a „jargon' of „Mastersness' - expedience rather than conviction, assumption linked with confusion – and a lack of certainty over whether teaching should be a Masters level profession at all. This has led to the main finding of this research which is that the debate on teaching as a Masters profession needs to continue.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Depositing User:	Anna Lupton
Date Deposited:	10 Aug 2018 11:50
Last Modified:	12 Jan 2024 09:31
URI:	https://insight.cumbria.ac.uk/id/eprint/4051

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