What are the benefits of Masters accredited CPD: An exploration of Primary Postgraduate student teacher views

Abstract

During the midpoint of the PGCE programmes a small group of students were interviewed regarding their perceptions of taking M level credits as part of their PGCE. The themes arising from their responses were used to inform the questionnaire, administered at the end of the summer term to the whole cohort of Primary PGCE students.  A grounded theory approach to analysis was adopted by first drawing out broad themes, which were then used to structure an initial analysis of the questionnaire. The findings from both the mid term interviews and end of programme questionnaire suggest that PGCE students perceived M level study to provide both benefits and challenges during their PGCE.  Many of these were also highlighted as reasons for deciding whether to continue or not with Masters level study in the Induction year. Becoming a ‘better teacher' was repeatedly cited as a reason for both continuing and not continuing Masters level study. Predominant incentives for continuing further study was the desire to have a more in depth understanding of  facets of learning and teaching as well  as career enhancement. Predominant reasons for not continuing were real concerns about survival and coping with the ‘unknown' demands of the Induction year. A few respondents also felt they did not need a Masters qualification to prove they were a good teacher.