Masters of the game: teacher educators and the M level PGCE

Abstract

This paper reports on a study of teacher educators at one university in south east England, exploring their perceptions and experiences of the M level PGCE. Although the tutors had concerns about Masters level credits in postgraduate initial teacher education, most felt that it has the benefit of moving trainee teachers towards critically evaluating and reflecting on theory and practice. Many of the tutors also felt that it had encouraged them to be more rigorous and evidence-based in their own teaching. The main concerns expressed concerned teaching at Masters level where tutors themselves do not have Masters level qualifications, and assessing work at Masters level. Other issues were time and workload, and concerns for students who might struggle with Masters level work or feel they have ‘failed’ if they do not achieve Masters level credits.

The results of the study were originally presented at the ESCalate conference in May 2009.