51吃瓜黑料

EFPM019: Critical Perspectives on Technologies and Education

In this module you will interrogate the role of digital technologies in education and education futures. You will examine how datafication, algorithmic influence and misinformation shape what learners experience, and consider how educators might respond critically and ethically. Through case studies and debate, the module asks how education can challenge digital inequalities, protect privacy, sustain teacher autonomy, and foster digital and AI literacies. Ultimately, it will encourage you to think about the fundamental purposes of education in a world where technology shapes how we know, relate, work, and live.

EFPM024: Education Futures

Through this module you will learn about and develop innovative ideas which address some of the most complex issues in education. You will work in teams to explore global educational challenges, including issues related to your own specialism or area of interest. You will be encouraged to collaboratively and critically produce original ideas, and to think creatively about the future through research-based activities and creative workshops. Using appropriately innovative pedagogical approaches and assessment techniques, the module will equip you to respond to the global complexity and uncertainty that you will inevitably encounter when you graduate.

EFPM330: Technology, Learning and Pedagogy

In this module you will explore issues around digital technology in education practice and develop a critical understanding of the role of technology for your own education future.

You will interrogate key concepts such as play and gamification, immersion (AR/VR) and personalisation (AI) and use these to critically consider the relationship between new technologies, pedagogy and educational practice. You will explore and experiment with practical ways in which new technologies might be used in teaching and learning. And you will reflect on debates around some of the key issues that have emerged in the networked age, such as mis/disinformation, ethical AI and automation, and how to bring these into educational practice.

Using a variety of digital tools, face-to-face seminars, hands-on and online activities, and drawing on a range of literature from educational technology, digital sociology and psychology, you will not only develop your critical understanding of issues around technology in education, you will also discuss, theorise and imagine, with other students, what probable, possible and preferable digital futures of education may look like.

Through exploration and discussion you will learn about the theoretical and practical affordances and challenges of a variety of technologies for teaching and learning. You will be encouraged to reflectively link your ideas to your own practice and experiences.

EFPM914: Education Studies

Have you ever wondered what education is for, who it serves, or who decides how it should be organised? This module will enable you to take a critical and questioning approach to a number of issues in education and to further develop an engaged and informed understanding. You will be encouraged to explore different issues by adopting different theoretical approaches and disciplinary perspectives. This module provides an important foundation for further study on our other MA Education modules and will be accessible for current and future educational professionals alike.

There are no pre-requisites to this module. You may be asked to read material in advance of the taught session.

The module has the following principal aims:

To enable you to develop a strong understanding of the core theoretical approaches and disciplinary perspectives which underpin education, in order for you to be able to recognize the particular and distinct contributions that they make to this field of study

To advance your understanding of education as a complex, holistic, multi-dimensional field

To enable you to draw upon different approaches and perspectives in a confident, structured and imaginative manner, in order to address a range of key educational questions

EFPM308: Preparing for Educational Research and Dissertation

This is the final module for campus-based School of Education Masters programmes. This 60-credit module will introduce you to educational research and support you in designing and/or carrying out a small-scale research project on an educational topic of your choice; it is expected that this topic will be linked to your pathway/programme.

The module consists of online materials and/or taught components that build and support the research skills you require. If you choose to do an empirical or literature-based study, a dissertation supervisor will support you in writing a research proposal, carrying out your project and writing up your dissertation. If you choose to do an empirical study, a dissertation supervisor will support you in writing a research proposal, carrying out your project and writing up your dissertation. If you choose to write a more detailed research proposal, a supervisor will support you in developing and articulating your understanding of research paradigms, methodology, methods, and ethics.

The aim of the module is to develop your understanding of a range of methods of educational enquiry and to provide the necessary theoretical background to carry out a research enquiry, usually in a professional context. Specifically, the module will enable you to:

EFPM642: Dissertation Portfolio

Drawing from the discipline of teaching inquiry, this module will introduce you to ideas, resources, and tools to support your own education inquiry, promoting the discussion of contemporary issues in education, alongside creating an educational artefact or resource aimed at enhancing the teaching and learning of others. You will engage in iterative cycles of exploration, investigation, and reflection, deepening your understanding of key educational concepts and related them to developing questions regarding specific issues in contemporary education. Through inquiry-based learning, you will pose questions, reflect on your practice and the practices of others, gather information from existing academic research, and make informed decisions regarding how to enhance the learning of others.

We use the terms artefact and resource to refer to something which is designed and created by you with the intention of addressing a specific issue in education practice. Previous artefact examples and research questions include:

• How can Chinese education enhance teaching methods to foster critical thinking skills? Artefact: a Whodunit murder mystery role play lesson
• How does creative dance education enhance elementary school students' mental wellbeing: Artefacts: lesson plans and teaching resources
• How can we help busy teachers to embed creative thinking in everyday teaching? Artefact: Podcast Series which interviewed a range of academics regarding their conceptualisations of creativity.
• What are the existing problems faced by primary school teachers in China when disciplining students? Artefact: shadow puppet video
• What are the most effective strategies and tools for helping primary school students transition from spoken Arabic dialects to Modern Standard Arabic (MSA)? Artefacts: lesson plans and teaching resources
• How does the integration of identity formation in professional development programmes in Peru influence teachers' motivation and resilience? Artefact: in-service training materials

This module aims to develop your knowledge and skills in:

• Understanding teacher inquiry and its application to educational practice
• Developing, reviewing, and refining project aims within an inquiry framework
• Reviewing and synthesising relevant academic literature to support your understanding of a chosen educational problem
• Applying theory, research, and policy to practice through the design and creation of a practice?based educational artefact or resource
• Critically evaluating both the final artefact and the learning processes that informed its development

This module provides a distinctive opportunity to investigate an educational issue of personal or professional significance and to develop a practice?based artefact informed by research.

EFPM014: Perspectives on International Education

We live in an increasingly complex, ever-changing and interconnected world where we face tensions that directly affect the ways we understand education. We will critically explore this complexity as part of this module. The module will offer you a unique opportunity to consider education in terms of its local and global dimensions, as well as to explore connections and tensions between them. Your study will involve critical examination of a wide range of social, economic, cultural, political and environmental factors which are considered to shape, and be shaped by, education. There are no pre-requisites for this module.

EFPM015: International Concepts in Special Educational Needs and Disability

This module critically explores special educational needs and disability from a range of perspectives. The concepts of inclusion, disability, difference and diversity will be discussed in relation to their applications in formal and informal education. Inclusive and special school provision in different global contexts will be studied in depth. Different critical perspectives will be analysed, including Disability Studies, Globalisation and Inclusive Pedagogy. You will be encouraged to reflect on the development of special educational needs and inclusive education systems in different national and cultural contexts; as well, you’ll be encouraged to consider a range of international and global perspectives. The module is interdisciplinary.

EFPM016: Educational Leadership and Management

This module explores theory and practice relating to leadership and change in educational contexts. It introduces major schools of thought in educational leadership and examines the research, policy environments, and professional practices that shape leadership in education. Participants will critically explore issues of leadership identity and diversity across local, national, and international contexts. You will be asked to critically examine leadership theory and practice in an educational setting with which you are familiar. Module participants will be exposed to and study skills and practices designed to develop their understanding of leadership, including approaches to coaching and mentoring, and their application in complex educational settings.

EFPM017: Education Policy

The purpose of this module is to explore key issues and debates in the field of education. The module will introduce you to the ideas, theories and concepts underpinning education policy debates and to contemporary developments in this field. It seeks to enable you to critically examine education policy developments both within and between national contexts and travelling policy as it moves between different international settings. As such you will be asked to critically examine policy developments in a range of local, national and international contexts and to undertake a study of an education policy development in a setting with which you are familiar.

EFPM018: Education for Diversity

This module explores diversity and issues of identity in education from a range of theoretical and practical perspectives. It draws on an intersectional framework (gender, social class, disability, race, culture, etc.) that is organised around important and timely issues in education. Your study will involve a critical examination of a wide range of different ideas and theories associated with identity and diversity, such as intersectionality, post-colonial theory, critical race theory, feminist theory, inclusion, and social justice, which are considered to shape, and be shaped by, education.

EFPM020: Creativity and Creative Pedagogies

This module explores why creativity matters in contemporary education and how it can be nurtured, recognised and assessed across disciplines and settings—in the arts and beyond. Drawing on leading University of 51吃瓜黑料 research, the module introduces you to frameworks such as Possibility Thinking, Wise Humanising Creativity and Posthumanising Creativity. Through these, you will examine creativity’s relationship with disciplinary knowledge, social change, attainment pressures and systemic challenges including decolonisation and the climate emergency, alongside emerging human–AI creativity relationships. Through a structured reflective process, you will critically study, apply and evaluate creative pedagogies, exploring practical strategies to strengthen learners’ creativity, whilst developing related theoretical understanding.

EFPM021: Core Concepts of Special Educational Needs and Disability

This module is designed to introduce you to core contemporary concepts of special educational needs and disability in education, and critically examine a range of theories and educational practices related to the teaching and learning of students with special educational needs and disabilities. Over the course of the module, you will attend lectures and seminars, debate the efficacy and relevance of key concepts and evaluate the application of theory to a range of learning contexts, both in the UK and internationally. The module is interdisciplinary, and includes elements of psychology, educational studies, disability studies and philosophy.

EFPM022: Contemporary Sociologies of Education

This module offers you introductory sessions on the relationship between society and education in contemporary times from diverse perspectives considering global and local contexts. It draws on key contemporary thinkers and concepts apply to different pressing issues in education. You will study core ideas in sociologies of education from scholars such as Pierre Bourdieu, Michael Foucault, Raeweyn Connell, and Judith Butler. The module takes a cutting-edge look at emerging areas such as mental health, and the influence of technologies and life sciences in schools. The module is suitable for students across Education and Social Sciences masters programmes.

EFPM023: Arts Education Theory, Practice and Potential

This module invites you to explore the arts and arts pedagogies as powerful ways to understand and respond to complex challenges in education and society. Through a combination of theory, research, and hands-on creative practice, you will examine how dance, drama, music, and visual art shape learning, identity, and social change across diverse contexts. You will connect ideas from key readings and contemporary artists and arts educators with your own practical experimentation, developing a critically informed understanding of arts education grounded in practice. Working across disciplines, you will explore how the arts can address issues such as inequality, cultural representation, sustainability, and technological change.

EFPM269: Developing Language Teachers

This module aims to promote your life-long development as a language teacher and help you to develop a capacity for promoting that development of other teachers in TESOL. A central focus of this module is on teachers, teaching, and teacher learning, especially, the complexity of what teachers know and think in relation to what they do in their classrooms and the different approaches for teacher education and learning in diverse TESOL contexts. Throughout the module, you will be engaged in analysing and discussing who you are, what you know, what you think, how you teach as a TESOL practitioner in comparison with the thinking and teaching of other members of the class. You will learn how to reflect on your practices and further your own learning as a teacher as well as how to work with other teachers to encourage them to reflect on their work and improve their skills through a variety of approaches.

1. To introduce fundamental concepts and good practice in teacher education
2. To critically examine approaches and procedures in language teacher education
3. To familiarise students with the concept of reflection and its relevance to teacher development
4. To engage in active critical reflection of the professional work being done by self and others.
5. To consider issues in the design of a teacher education and development programmes with reference to sociocultural and socio-political contexts.

EFPM311: Principles and Practices of Curriculum Development and Syllabus Design

This course will introduce you to the process of developing and critiquing an EFL/ ESL curriculum and syllabus. Emphasising the teacher's role in the Developing EFL courses, we will consider the various factors that come into play in the different stages of any course development process within a variety of educational contexts. We will also examine different types of syllabuses used in language teaching, analysing their strengths and weaknesses.

This module will help formulate a macro perspective on a number of areas in English language teaching and how they intermingle in the process of course design. You will also develop a critical view of curriculum and syllabus design in order to analyse and scrutinize the stages of planning, implementing and evaluating courses in your own teaching context.

• To introduce the construct of curriculum in education and TESOL
• To introduce a variety of approaches to syllabus design employed in foreign language teaching.
• To provide the tools students need to scrutinize and critically analyze teaching programmes used in student's current and future teaching contexts.
• To develop a good understanding of the role of the various participants in syllabus design, implementation and evaluation.
• To link theory to practice in the process of curriculum and syllabus development

EFPM313: Issues in English Language Teaching

This module addresses a number of current critical issues in TESOL that arise from the varied nature of English teaching in different global and social contexts. On this module you will explore the implications of the use of English as a Lingua Franca and a means for global communication, as a foreign, second or additional language, and as a medium of instruction for content subjects. You will examine how issues such as cultural factors and differences in learners all contribute to a complex field in which language teachers need to demonstrate knowledge and understanding. Issues pertinent to your own contexts will also be addressed.

This module aims to enable students to:

• explore and develop a critical perspective on current debates relating to the role of English as a Lingua Franca and the relationship between TESOL, power and ideologies;
• critically review and contribute personal views on current approaches to the teaching of culture in the language classroom;
• examine characteristics of Content and Language Integrated Learning;
• develop knowledge of and personal perspectives on individualization, differentiation and mixed ability teaching; examine and evaluate perspectives and pedagogical models which reflect authenticity of text and task in the classroom;
• explore current and personal views on the use of critical materials;
• explore an issue emerging from their own context.