Lorraine Thomas


This research investigates lessons to be learnt from and key stakeholder perceptions of the government-prescribed Masters in Teaching and Learning (MTL). Located within the secondary school phase and higher education in the English West Midlands, this article presents findings within a multiple case study from interviews with recently qualified teachers (RQTs) who had started the MTL as newly qualified teachers (NQTs); RQTs who chose not to undertake the MTL; and Deans of Education.

Although the MTL represented a major shift in the professional development of teachers, their perceptions have generally been overlooked in academic literature, despite over 2,000 teachers in England starting the programme in 2010. Overall, respondents perceived the MTL to have its merits, although there were concerns about the programme and its implementation. Several common themes emerged, such as concern regarding the target cohorts; the impact on learning and teaching; and a lack of support/ interest from schools. Although seven of the eight universities within the region have now discarded the MTL and there is no longer any funding available for Masters level professional development for teachers in England, this article provides key messages to inform Masters level professional development for teachers.


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