There was a very good balance of group and whole class interaction. I felt able to participate during sessions and was encouraged to share experiences.
|Route Co-ordinator: Fiona Maine||Full-time enrolled 2015-16: 4|
|Open to: Full time, part time & PGCEM||Part-time enrolled 2015-16: 9|
|Written task required for application||% International: 31%|
|% Home: 69%|
The Primary Masters is intended for education professionals, policy makers and researchers at any stage of their career. We aim to fuse research, theoretical and practical understandings of primary/elementary educational contexts. The course is designed to enable you to enhance your educational thinking and practice through critical reflection, study and research. Students, therefore, participate in both substantive primary education and research methodology courses.
One of the strengths of the route is the diversity of course members and Faculty tutors. The course has been established in the last 6 years by the associate directors of the Cambridge Primary Review and continues to engage teachers in cutting-edge, forward thinking. Staff members have a variety of research interests, drawing on extensive experience of working in partnership with teachers. Course tutors research a range of topics relevant to early years and primary/elementary education, including: children’s critical and creative thinking, digital literacies, pupil voice, inclusive pedagogy and learning, teaching and curriculum. A commitment to dialogic pedagogy informs all our research and underpins the course. The different experiences of staff and students allow us collectively to make links between the taught course content and a variety of professional development and research interests. The course encourages collaborative working among participants, drawing on everyone’s insight and expertise as we consider innovations and challenges in areas such as: the development of creative pedagogies; the enhancement of relationships and communication in school; the educational importance of talk; and beliefs about knowledge.
Why choose us?
- Critically engage with the best quality national and international educational research that has relevance to primary education
- Carry out individual and collaborative critical enquiry into significant educational issues and practice
- Develop your thinking in order to contribute to informed policy and practice analysis and improvement in the primary phase and your own work setting
- Benefit from an opportunity to follow up personal and professional interests in children’s learning and primary education in general
- Join a growing core of practitioner researchers, drawing on a bank of relevant research skills and knowledge
- Gain access to wider Faculty seminars, networks and other activities
What does this course offer?
- A combination of lectures, seminars, reading groups, workshops, student presentations and other collaborative activities designed to invite active participation in educational enquiry
- Inter-sessional learning through school-based activities, guided reading and other independent study
- The opportunity to conduct and report a substantial and innovative research project
- A grounding in educational research methodology
- Support for tackling and solving educational problems autonomously, through the understanding, planning and implementation of research
Please note: A strength of the primary course has been its ability to grow and change. An exciting example of this in recent years has been the inclusion of full-time students, many of whom are international. Full-time students may have the opportunity to study education research methodology in more depth, or to follow some of the taught content of other thematic routes (subject to availability). We will discuss these options with you at interview.
To hear more from the team about what this course offers, click here
How is the course organised?
Students on the MPhil complete the full course in one year with sessions on primary education and research methodology. PGCE-M students complete the MEd course in one year part-time. Other MEd students complete the course over two years, part-time. The Primary Education route teaching happens for full-time and part-time students together on a Wednesday afternoon (4.30-7pm), with two Friday/ Saturday morning conferences during the year. Part-time students attend 2-3 research methodology sessions per term on Wednesdays 2-7pm. Full-time students have further sessions on research methodology and educational enquiry at other times in the week.Modules
- Critical perspectives on primary education policy and practice
- Creative approaches to the curriculum
- Pedagogy, talk and learning
- The school as a community
Part-time study: Course sessions take place on Wednesday afternoons (4.30 – 7.00 pm and some 2-7pm Research Methods sessions, in University term time). Additionally, attendance is required at two Friday-Saturday morning conferences over the year.
Full-time study: Course sessions take place on Tuesday, Wednesday and Thursday with two Friday-Saturday morning conferences over the year.
Research Method Strand
Alongside these modules, you will benefit from 32 hours of Research Methods teaching. This is taught across all thematic Masters within the Faculty of Education, allowing you to interact with others on different routes. It covers a broad range of social science research methods and is essential for Masters level understanding and critical engagement with the research literature in many specialist areas and in education more generally. Through this strand you will acquire the skills necessary for designing, conducting, analysing, interpreting and reporting a research study for thesis.
Who are the course team?
The course is staffed by a team of established faculty members who provide teaching and supervision. Other colleagues also contribute one-off lectures:
Where do our students go?
After finishing the Primary Masters course students have continued to pursue a variety of professional and academic careers. These include continuation and progression within classroom and senior leadership roles, as well as further academic study. Many students have continued to collaborate with us through engaging as partners in research, and contributing to Faculty teacher education programmes.
What our students say
View video interviews with our students, about their experiences and feedback.