What are the aims of the programme?

 The programme aims:

v     To provide students with the opportunity enhance understanding of knowledge, techniques and concepts to enable them to demonstrate critical awareness and evaluation of current research and advanced scholarship in psychology of education.

v     To foster an ethos of independent and co-operative learning and research, self direction and autonomy in planning and implementing tasks at a professional or equivalent level.

v     To provide students, who can provide evidence of an additional six months study of psychology and an honours degree from an approved university, with the Graduate Basis for Registration from the British Psychological Society.

 

What are the intended learning outcomes? (QAA Standards)

 A. An M Ed in educational psychology will be awarded to students who have demonstrated:

1.       A systematic understanding of knowledge; a critical awareness of current problems; new insights informed by teaching and research which is at the forefront of the academic discipline

2.     A comprehensive understanding of techniques applicable to their own research and advanced scholarship

3.     Originality in the application of knowledge, together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge

4.     Conceptual understanding that enables the student to evaluate critically current research and advanced scholarship

5.     Conceptual understanding that enables the student to evaluate methodologies and develop critiques of them and, where appropriate, to propose new hypotheses.

 

B. Holders of the M Ed in educational psychology will be able to

1.       Deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data, and communicate their conclusions clearly to specialist and non-specialist audiences.

2.     Demonstrate self direction and originality in tackling and solving problems, and act autonomously in planning and implementing tasks at a professional or equivalent level.

3.     Continue to advance their knowledge and understanding and to develop new skills to a high level

 and will have:

C. the qualities and transferable skills necessary for employment requiring:

 1.       Written Communication (using a range of written communication media to present information, research findings, ideas and arguments).

 2.     Oral Communication (making informal contributions to discussions, giving a formal presentation, responding to questions, presenting facts and arguments logically and coherently).

 3.     Improving own Learning and Performance (conducting self assessments, identifying own strengths and weaknesses and areas for professional and personal development, action planning and reviewing, learning to receive and act on feedback from others, willingness to learn and continue learning in a personal and professional context).

 4.     Numeracy (performing numerical calculations, presenting graphical data and trends, collecting, recording and interpreting numerical data).

5.     Information Technology (using on-line communications systems to obtain and send information, use software applications to produce text and numerical data and build a presentation, using specialist software where relevant to the discipline).

 6.     Working with others (working effectively in small and large groups, both formally and informally, re-adjusting roles from one situation to another, giving feedback to others, actively listening to contributions from others).

 7.     Problem solving (identifying Key issues of a problem, assimilating, evaluating and analysing information, devising and applying solutions, monitoring and evaluating the solution).

 D. Behavioural Skills

 1.       Flexibility and Adaptability (responding to change, pre-empting and leading change).

 2.     Reliability (effective time keeping, meeting deadlines, respecting commitments to others).

 3.     Interpersonal Skills (relating to and feeling comfortable with people at all levels, establishing and maintaining relationships with individuals as circumstances change, demonstrating tact and diplomacy in dealing with challenging individuals).

 4.     Initiative (self-motivation, ability to work with minimum supervision).

 5.     Self-regulatory skills (self-discipline, dealing with stress, prioritisation, planning, managing own workload, balancing several projects at the same time.