PGDip
10 months full time
Starts September 2017

International Teacher Education

Are you an international student with a teaching qualification who would like to develop your professional skill set?

This is an exciting and innovative course, combining academic development with enhancement of professional educational practice.

You’ll develop your understanding of a broad range of educational issues and theoretical perspectives. You’ll also learn how to conduct your own research in a context relevant to your own educational needs and interests.

This course is currently subject to validation, in line with our procedures for assuring the quality of our degrees. This means that some course detail may change. The validation process will be concluded before the course starts.

Key facts

  • The course provides exciting teaching and research opportunities for mid-career and senior professionals working in conjunction with experienced local schools.
  • You have the opportunity to reflect on the interconnectedness of education within an international, globalised world in a high quality and supportive environment.
  • Highly qualified and experienced social science researchers are involved in teaching, and faculty research interests intersect with anthropology, development studies, gender studies, international relations, psychology and sociology.

How will I study?

If you’re interested in teaching in schools, you take modules on the academic and professional study of a wide range of pedagogic, policy and philosophical issues. You’ll also spend one day a week in a local school. By the second term, you’ll contribute to teaching in English in the school where you’ve been placed.

If you’re interested in teacher education, you also gain experience of the way in which Initial Teacher Education (ITE) is delivered within the University to train new teachers. As you’ll contribute to teaching in English in schools and on ITE courses at the University, a professional qualification in teaching as well as experience of training teachers are essential for this route.

Assessment methods include essays, a presentation, a portfolio and a professional dialogue to demonstrate knowledge and engagement of pedagogy and professional issues.

What will I study?

  • Module list

    Core modules

    Core modules are taken by all students on the course. They give you a solid grounding in your chosen subject and prepare you to explore the topics that interest you most.

    • Critical Reflection: Professional and Context-bound Learning

      15 credits
      Autumn Teaching, Year 1

      This first module requires you to begin the process of critical reflection that underpins the entire course.

      In this module, you select an area either from your recent professional learning if you have prior experience as a professional, or from your entire educational experience if you're a recent graduate.

      You critically reflect on this area, analysing and evaluating its significance to your learning, in terms of wider conceptual frameworks.

      You also identify areas for deepening your understanding on this area through scholarship and empirical inquiry.

      This module is assessed via submission of a 3,000-word essay.

      The first two modules of your course, including this module, are taught in a block of unified teaching. The learning outcomes for both modules are combined as befits the nature of these linked modules, both on aspects of critical reflection—gaining an increasing depth of knowledge and understanding through reading research literature on the substantive area of education—and on the process of critical reflection itself.

    • Educational Theory and Practice: Critical Reflection

      15 credits
      Autumn Teaching, Year 1

      This module provides the foundation for the entire MA along with the accompanying 15-credit module Critical Reflection: Professional and Context-bound Learning.

      These modules begin the process of relating theory to practice by analysing and evaluating the literature on critical reflection. In addition, you gain knowledge of substantive topics in education, and apply the process of critical reflection to some aspect of your professional life and practice.

      In this second module on Critical Reflection, you deepen your theoretical and conceptual knowledge and understanding of a particular area of education identified in first of the two modules, by more extensive reading of the literature.

      In doing so, you evaluate its significance to your own professional or context-bound learning. For example, you might choose to deepen understanding of any of a broad range of areas of education, such as theories of:

      • children's learning and motivation (psychological, sociocultural, etc.)
      • supporting students with English as an additional language or special educational needs and disabilities
      • teacher development
      • assessment
      • learner-centred pedagogies
      • curriculum development
      • pedagogy for creativity.

      As a full-time student, you're taught these two modules in a block of unified teaching. The learning outcomes for both modules are combined as befits the nature of these linked modules, both on aspects of critical reflection.

    • Education in Context: UK and Global

      30 credits
      Autumn & Spring Teaching, Year 1

      This module aims to introduce and explore the key current conceptual frameworks of education in the UK and globally. The history of education in the UK will be explored. Major theories of learning and pedagogy will be introduced and you will examine the thinking behind current policy and practice, the structures of schooling and the professional debates around the role, status and development of the student, teacher, teacher education and the curriculum.

      You will explore the evidence and research on these matters, and look at the increasing tendency to have a global model of education and how countries 'borrow policies and practices' from each other. Models of change and the drivers of reform will also be scrutinised.

      You will examine and contrast the different schools and traditions of thought in the UK, Europe, Asia and the Americas on the purposes and practices of education. You will learn about the trends in practice and policy in key areas of education such as curriculum, assessment and pedagogy.

      The aims are as follows:

      • To introduce the history and background of education in the UK and place it in a global context
      • To develop an initial understanding of the theoretical frameworks that inform the way that children learn and their relationship to pedagogies used in classrooms around the world
      • To give an overview of education structures, policies and practices in the UK and globally
      • To examine and critically assess current trends and innovations in educational practice
      • To look at conceptions of teacher, teaching and teacher development critically and in relation to research and evidence
      • To discuss and debate the relationships between policy and practice
      • To discuss research paradigms used in educational research to support a greater critical understanding of the academic field of education.
    • Professional Knowledge in Practice

      30 credits
      Autumn & Spring Teaching, Year 1

      In this year-long course you will learn to reflect upon and develop your own professional knowledge appropriate to a specific professional context (ie as a teacher or a teacher educator).

      Teacher strand (Bolashak scholars)

      Established classroom teachers will be encouraged and supported to reflect upon and develop their own professional practice. This will include understanding how to support learners with special educational needs and disabilities, successful behaviour management strategies, the role of assessment, in developing pupil progress, appreciating the role of other educational professionals in supporting learners, as well as the value of strong subject knowledge and associated subject pedagogies.

      This will be achieved through working alongside UK trainee teachers in lectures by faculty, specialist professional specialists and outside speaker, group seminars and workshops led by subject specialist curriculum tutors, and exposure to classroom experiences in partnership schools through observation and working alongside teachers.

      Teacher educator strand

      Experienced teacher educators will be encouraged and supported to reflect upon and develop their own professional practice. This will consider understanding how to construct and deliver an appropriate and effective curriculum of Initial Teacher Education (ITE), including the recruitment and selection of prospective trainee teachers; the benefits and dynamics of partnerships between teacher training providers and schools; the training, progression, support and assessment of trainee teachers; the role of quality assurance in securing on-going improvements in ITE.

      This will be achieved through working alongside UK ITE teacher educators, engagement in lectures by faculty, specialist professional specialists and outside speakers, and group seminars and workshops led by subject specialist curriculum tutors. The School of Education and Social Work will provide a bespoke programme of inputs led by UK teacher educators, partnership professionals and other providers to explore practical approaches to challenges in developing beginning teachers.

      In addition, you will work alongside experienced teacher educators in selection and recruitment events, partnership meetings and school visits.

    Options

    Alongside your core modules, you can choose options to broaden your horizons and tailor your course to your interests.

    • Minor Project

      30 credits
      Spring Teaching, Year 1

      This module requires you to design, conduct, evaluate and report on a very small-scale empirical study (6000 words), typically conducted in your own professional context. It enables you to develop your practical and theoretical understanding of research methods and your critical understanding of a particular topic, in preparation for tackling a more substantial and complex research project in the Dissertation. You may choose to link the Minor Project and the Dissertation, for example, conducting the reconnaissance phase of an Action Research project for your Minor Project, leading into the 'intervention' phase for your Dissertation, but the two must also stand alone, in terms of meeting the learning outcomes for each module.

      The reason for this module being an 'option' only is that a significant proportion of students applying for the MAES have Advanced Standing of 30 credits from a similar Minor Project conducted at M-level in another context (e.g. on a PGCE programme) and can, therefore, move straight to the Dissertation, bypassing this module.

    • Minor Project - PG Dip

      30 credits
      Spring Teaching, Year 1

      This module is almost identical to Minor Project on the MA in Education but with an alternative assessment mode.

      You are required to conduct research and report on a substantive topic in education related to your professional placements or your own professional context (6000 words). It enables you to develop your understanding of research methods and your critical understanding of a particular topic, in preparation for tackling a more substantial and complex research project in a dissertation.

      This module is an 'option' for the PG Diploma ITE. You can also choose to undertake the Research Methods module as an option in the summer term if you wish to further your research skills and experience.

      Students on the PG Dip ITE who indicate they wish to progress to the full MA Education have the opportunity to take the standard Minor Project module in the MA Education course.

Entry requirements

A lower second-class (2.2) undergraduate honours degree or above, or equivalent qualification. For the Teacher Education strand, applicants will usually have professional experience of teaching.

Intensive English language instruction prior to and during the course is available at the University of Sussex Centre for Language Studies to help students develop their language; an additional charge is made for this instruction.

English language requirements

Lower level (IELTS 6.0, with not less than 6.0 in each section)

Find out about other English language qualifications we accept.

English language support

Don’t have the English language level for your course? Find out more about our pre-sessional courses.

Additional information for international students

We welcome applications from all over the world. Find out about international qualifications suitable for our Masters courses.

Visas and immigration

Find out how to apply for a student visa


Fees and scholarships

How much does it cost?

Fees

Home: £17,000 per year

EU: £17,000 per year

Channel Islands and Isle of Man: the 2017 fee will be available in December

Overseas: £17,000 per year

Note that your fees may be subject to an increase on an annual basis.

How can I fund my course?

Scholarships

Our aim is to ensure that every student who wants to study with us is able to despite financial barriers, so that we continue to attract talented and unique individuals.

Chancellor’s Masters Scholarship (2017)

Open to students with a 1st class from a UK university or excellent grades from an EU university and offered a F/T place on a Sussex Masters in 2017

Application deadline:

1 August 2017

Find out more about the Chancellor’s Masters Scholarship

PGCE First-Generation Scholars Award (2017)

£600 maintenance award to PGCE students with a household income below £42,875

Find out more about the PGCE First-Generation Scholars Award

Sussex Graduate Scholarship (2017)

Open to Sussex students who graduate with a first or upper second-class degree and offered a full-time place on a Sussex Masters course in 2017

Application deadline:

1 August 2017

Find out more about the Sussex Graduate Scholarship

Sussex India Scholarships (2017)

Sussex India Scholarships are worth £3,500 and are for overseas fee paying students from India commencing Masters study in September 2017.

Application deadline:

1 August 2017

Find out more about the Sussex India Scholarships

Sussex Malaysia Scholarships (2017)

Sussex Malaysia Scholarships are worth £3,500 and are for overseas fee paying students from Malaysia commencing Masters study in September 2017.

Application deadline:

1 August 2017

Find out more about the Sussex Malaysia Scholarships

Sussex Nigeria Scholarships (2017)

Sussex Nigeria Scholarships are worth £3,500 or £5,000 and are for overseas fee paying students from Nigeria commencing a Masters in September 2017.

Application deadline:

1 August 2017

Find out more about the Sussex Nigeria Scholarships

Sussex Pakistan Scholarships (2017)

Sussex Pakistan Scholarships are worth £3,500 and are for overseas fee paying students from Pakistan commencing Masters study in September 2017.

Application deadline:

1 August 2017

Find out more about the Sussex Pakistan Scholarships

How Masters scholarships make studying more affordable

Living costs

Find out typical living costs for studying at Sussex.


Faculty

Meet the people teaching and supervising on your course.

  • Faculty profiles

    Dr Mariam Attia
    Lecturer in Education
    M.Attia@sussex.ac.uk

    Research interests: Awareness and Presence, Coaching and Mentoring, Cooperative Development, Non-judgmental Communication, Reflective Practice, Reflexivity, researcher development, Teacher Cognition, Teacher Development, Well-being and Flourishing

    View profile

    Dr Barbara Crossouard
    Reader in Education
    B.Crossouard@sussex.ac.uk

    Research interests: assessment, Citizenship and youth, doctoral education, education in contexts of postcoloniality, gender, higher education, identities, researcher development

    View profile

    Prof Mairead Dunne
    Professor of Sociology of Education
    mairead.dunne@sussex.ac.uk

    Research interests: Education

    View profile

    Dr Naureen Durrani
    Senior Lecturer in International Education and Development
    N.Durrani@sussex.ac.uk

    Research interests: Citizenship and youth, Curriculum and textbooks, Education, Education & peacebuilding, International education & development, Pakistan, pedagogy, South Asia, Teacher Education

    View profile

    Dr Louise Gazeley
    Senior Lecturer
    L.H.Gazeley@sussex.ac.uk

    Research interests: Educational inequalities, Exclusion from school, Fair access and widening participation, Inclusive education, Parental involvement in education, Social class and educational disadvantage, Teacher Education

    View profile

    Prof Gillian Hampden-Thompson
    Professor of Education
    G.Hampden-Thompson@sussex.ac.uk

    Research interests: Educational inequalities, Quantitative methods, Secondary Data Analysis, Social rights and social justice, Sociology of Education, Student outcomes, Teaching and Learning

    View profile

    Ms Norma Harding
    Associate Tutor
    N.Harding@sussex.ac.uk

    View profile

    Dr Nigel Marshall
    Senior Lecturer in Education
    N.A.Marshall@sussex.ac.uk

    Research interests: Developing concepts of gender, International music education, Music and Dementia, Music and early childhood, Music and wellbeing, Music Psychology

    View profile

    Prof Mario Novelli
    Professor Of The Political Economy Of Education
    M.Novelli@sussex.ac.uk

    Research interests: Education

    View profile

    Dr John Parry
    Teaching Fellow
    J.Parry@sussex.ac.uk

    Research interests: environmental education, Social inclusion, Sustainable development

    View profile

    Dr Robert Rosenthal
    Senior Teaching Fellow in Education
    R.D.Rosenthal@sussex.ac.uk

    Research interests: Education

    View profile

    Dr Julia Sutherland
    Senior Lecturer in Education
    J.C.Sutherland@sussex.ac.uk

    Research interests: Education

    View profile

    Dr Simon Thompson
    Senior Lecturer
    S.J.Thompson@sussex.ac.uk

    Research interests: Education

    View profile

    Dr Rebecca Webb
    Lecturer in Early Years and Primary Education
    R.C.Webb@sussex.ac.uk

    Research interests: action research, Anthropology and ethnography, Feminist and qualitative research methods, participatory methods

    View profile

    Dr Jo Westbrook
    Senior Lecturer in Education
    jlw24@sussex.ac.uk

    Research interests: adolescence in literature, Ethnographic Methods, International education & development, pedagogy, qualitative research methods, reading comprehension, Teacher Education, Teacher Education Policy

    View profile

    Mr James Williams
    Lecturer in Education
    James.Williams@sussex.ac.uk

    Research interests: Creationism and Evolution in Education, History and Philosophy of Science, Initial Teacher Education, Science Education, Teaching 'the nature of science' & 'the scientific method', Teaching and Learning

    View profile

Careers

Graduate destinations

100% of students from the Department of Education were in work or further study six months after graduating. Our graduates are employed as educators all over the world, and recent graduates have gone on to jobs including:

  • senior research and programme development officer, Queen Rania Foundation for Education and Development
  • postdoctoral researcher, Queen Mary University of London
  • primary education project director, Diocese of Pakistan.

(HESA EPI, Destinations of Post Graduate Leavers from Higher Education Survey 2015)

Your future career

This course is ideal if you’re an international professional working within Education, wishing to develop your expertise to take back to your home country to work in:

  • teaching
  • schools and teacher education departments
  • government education departments.

It’s also valuable preparation if you’re planning to undertake a teaching qualification in the UK or elsewhere.

Working while you study

Our Careers and Employability Centre can help you find part-time work while you study. Find out more about career development and part-time work

Contact us